Institutional Factors Influencing the Utilisation of Digital Tools for Learning Among Postgraduate Students of Library and Information Science in South-South, Nigeria

This study investigated institutional factors influencing the utilisation of digital tools for learning among postgraduate students of Library and Information Science in South-South, Nigeria. Specifically, it examined (i) the extent of availability of institutional factors that influence the use of digital tools for learning, (ii) the extent of use of digital tools among postgraduate students, and (iii) the relationship between institutional factors and the utilisation of digital tools for learning. The study adopted a correlational research design to determine the relationship between institutional factors—such as infrastructure, policy support, and institutional services—and students’ use of digital tools. The population comprised all 161 postgraduate students of Library and Information Science in Delta State University, Abraka (64), Ambrose Alli University, Ekpoma (26), and Ignatius Ajuru University of Education, Port Harcourt (71). Due to the manageable population size, the total enumeration (census) sampling technique was employed, involving all 161 students. Data were collected using a self-structured questionnaire titled “Institutional Factors and Utilisation of Digital Tools for Learning Questionnaire (IFUDTLQ),” adapted from Bielaczyc et al. (2021) and Rafiq et al. (2024). Content validity was ensured through expert review, while the reliability coefficient obtained using Cronbach’s Alpha was 0.86, indicating high internal consistency. Out of 161 copies distributed, 127 (79%) were returned and analysed. Data were analysed using descriptive statistics (mean and standard deviation) and inferential statistics (Pearson’s Product-Moment Correlation Coefficient) at a 0.05 level of significance. Findings revealed that the extent of availability of institutional factors was generally low, with an aggregate mean of 2.64 (< 3.00). Similarly, the extent of use of digital tools was also low, with an aggregate mean of 2.49 (< 3.00). However, institutional factors showed a very strong positive correlation with the use of digital tools (r =.990, p =.000 < 0.05), indicating that improved institutional support significantly enhances digital tool utilisation among postgraduate students. It was concluded that inadequate infrastructure, weak policy implementation, and insufficient technical support hinder students’ effective engagement with digital tools. The study recommended that universities invest in robust ICT infrastructure, enforce clear e-learning policies, and provide continuous capacity-building initiatives to improve digital competence and institutional readiness for technology-enhanced learning.