ASSESSING DIGITAL LITERACY INTEGRATION, COMPETENCE, AND TECHNOLOGICAL UTILIZATION AMONG FOOD AND NUTRITION STUDENTS IN SOME SELECTED SECONDARY SCHOOLS IN DELTA STATE, NIGERIA

This study investigated the integration of digital literacy and the use of digital technologies among culinary students in vocational institutions in Ika South and Oshimili Local Government Areas of Delta State, Nigeria. Specifically, it examined the extent to which digital literacy is embedded in the curriculum, the perceived digital competence of students, their access to and utilisation of digital tools, and their perceptions of digital literacy’s relevance to future careers in culinary and nutrition-related fields. The study adopted a descriptive survey design. A total of 183 students, comprising 103 from public institutions and 80 from private institutions, participated in the study. Inferential statistics of independent sample t-tests were used to compare responses between public and private school students at 0.05 level of significance. The findings revealed that digital literacy is moderately integrated into the curriculum across institutions. Students in private vocational schools perceived themselves as significantly more digitally competent than their public-school counterparts. There was also a notable disparity in access to digital tools, with private institutions offering greater exposure to technologies such as digital food scales, automatic timers, and multimedia projectors. However, both groups of students equally recognized the importance of digital literacy for their future careers, with no significant difference in their perceptions. The study concludes that while students are aware of the importance of digital competence in the evolving culinary landscape, infrastructural disparities limit practical exposure in public institutions. It recommends the enhancement of digital infrastructure in public schools, integration of structured digital literacy modules into vocational curricula, and stronger school-industry collaborations to ensure that all students are adequately prepared for the technology-driven demands of the modern culinary profession