Integrating Innovative Teaching Strategies and Digital Technologies to Improve Learning Outcomes and Student Retention in Higher Education Institutions in Nigeria

ABSTRACT This study explores how the deliberate combination of innovative teaching strategies and digital technologies shapes learning outcomes and persistence among students in higher education. It draws on constructivist learning theory and on frameworks for technology-enhanced instruction, in particular Jerome Bruner's account of discovery learning and the spiral curriculum, alongside Donnelly's work on how digital tools shape student engagement and achievement. A mixed-methods design was adopted, combining survey data gathered from undergraduate students drawn at random from several Nigerian higher institutions with semi-structured interviews conducted with lecturers at those same institutions. Analysis of the data shows that where blended learning, shared digital platforms, and interactive online assessment are combined, student engagement, academic achievement, and retention all rise measurably. The results further suggest that how well these digital strategies work depends on the level of institutional backing they receive, the state of the underlying technological infrastructure, and how digitally competent faculty members are. On this basis, the study argues that institutions seeking to raise learning outcomes and curb attrition need to invest in stronger digital infrastructure, commit to ongoing faculty development, and adopt teaching practices that make technology accessible to all students. These conclusions speak to the broader conversation on digital transformation in higher education and offer practical direction for policymakers and institutional leaders working to improve teaching quality and student success.