ASSESSMENT OF ICT INTEGRATION FOR TEACHING AMONG TERTIARY INSTITUTION LECTURERS IN ZARIA, NIGERIA

This study assessed ICT integration in teaching among 350 lecturers at the Federal University of Education (FCE) Zaria, Nigeria, across six schools: General Education (N=60), Secondary Arts and Social Sciences, Secondary Language Education, Secondary Science Education, Vocational and Technical Education, and Early Childhood Care and Primary Education (N=58 each). Using a descriptive survey design, data were collected via a validated questionnaire (reliability coefficient = 0.78) adapted from Ghavifekr and Rosdy (2015), employing a four-point Likert scale  Mean scores indicated high integration for mainstream tools (Moodle: M=1.78–1.81; PowerPoint: M=1.79–1.84; Google Forms: M=1.83–1.86; Zoom/WhatsApp: M=1.76–1.79), moderate integration for digital libraries (M=2.62–2.69) and interactive whiteboards (M=2.83–2.90), and slight integration for virtual labs (M=2.95–3.05) and social media (M=3.03–3.07). One-way ANOVA revealed no significant differences across schools for any item or the overall mean (M=2.33–2.37, F(5,344)=1.59–2.05, p>0.05), suggesting uniform ICT adoption. Secondary Science and Vocational Education showed slightly higher integration, while Early Childhood lagged marginally. The study recommends continuous ICT training programs for educators to enhance teaching effectiveness at FUE Zaria to build digital competence, addressing barriers to maximise ICT’s transformative potential in Nigerian tertiary education.