Digital Technology on Christian Religious Studies Education: Opportunities and Challenges in College of Education, Hong

E-learning and digital tools are increasingly recognized as vital in modern education. However, their integration into Christian Religious Studies (CRS) curricula in Nigeria’s rural regions remains under-researched. This study investigates how digital technology affects CRS education in Hong LGA, Adamawa State, through a survey of 120 College of Education (COE) Hong students. Using a descriptive survey design, data were collected via structured questionnaires and analyzed with descriptive statistics. Findings indicated that digital resources positively impacted students’ understanding of CRS concepts, enhanced participation, and improved access to diverse learning materials. However, challenges such as inadequate electricity supply, unreliable internet connectivity, and limited instructor competence in using digital tools hindered full integration. The study concludes that while digital technology contributes significantly to improved learning outcomes in CRS, infrastructural and pedagogical gaps must be addressed for its effective adoption. It recommends investment in ICT infrastructure, capacity building for lecturers, and the development of contextually relevant digital content to strengthen CRS education in Hong LGA.