Despite the growing demand for digital competence in education, many biology teachers still face challenges in effectively integrating ICT into pedagogical practices. This study investigated biology teachers’ academic qualifications as a predictor of ICT skill levels in pedagogical approaches in north-central Nigeria. This research adopted a descriptive cross-sectional survey design to examine the influence of Biology teachers’ academic qualifications and ICT competencies on their instructional strategies within North-Central Nigeria. The study involved 696 Biology teachers from public secondary schools across six states and the Federal Capital Territory (FCT). A multi-stage sampling approach was employed, combining random and stratified techniques based on school type and teachers’ academic backgrounds. Data were gathered using a reliable and validated questionnaire that measured teachers’ ICT literacy, skill proficiency, and instructional practices. Responses were scored using a four-point Likert scale, and data analysis was conducted using descriptive statistics, independent samples t-tests, and ANOVA at a 0.05 significance threshold. The analysis revealed that professionally qualified biology teachers demonstrated significantly higher ICT competence compared to their less qualified peers, as shown by ANOVA results F(2, 692) = 11.14, p = 0.00. Therefore, it can be concluded that higher academic qualifications contribute to stronger ICT proficiency and the adoption of more student-centered teaching approaches. The study recommends targeted ICT training, continuous professional development, and high academic standards to improve biology education quality and inclusivity.
Abdulraheem et al. (Sun,) studied this question.