Attitudes of lecturers and students towards the digitalization of social studies instruction in higher education

In an era of rapid technological advancement, the digitalization of instructional delivery has become a crucial component of educational reform, particularly in higher education. This study investigates the attitudes of lecturers and students in higher education towards the digitalization of instructional delivery. This study employed a descriptive survey research design to investigate digital awareness and competence among students and lecturers in South-West Nigeria public universities. The study population consisted of all lecturers and full-time undergraduate students in the region. Multistage sampling was employed to sample 102 lecturers and 1,507 students. Data were gathered using two standardized instruments: the Lecturers' Preparedness for Digitalization Questionnaire (LPDHEIQ) and the Students' Preparedness for Digitalization Questionnaire (SPDHEIQ), with six sections on demographics, attitude, and digital instruction delivery. Items used a four-point Likert scale. Face and content validity were obtained via expert validation, and reliability was established in a pilot study at non-sample institutions via Cronbach's alpha of 0.79 (LPDHEIQ) and 0.97 (SPDHEIQ). Questionnaires were distributed via Google Forms using email and social media to ensure easier accessibility and response rates. Data were summarized using descriptive statistics (frequencies, percentages, means, and standard deviation) and a t-test at a level of 0.05. Findings reveal that lecturers and students as a whole have moderately positive attitudes towards digitalization from their awareness and perceived benefits of using digital tools in enhancing learning outcomes and employability. Awareness and attitude showed a very positive correlation, and both were found to be effective predictors of the adoption of digital technologies. However, problems such as poor infrastructure, inadequate training, and resistance from the culture were identified as inhibitors. Recommendations involve increased digital awareness initiatives, continuous professional development, improved infrastructure, encouragement of digital literacy among students, adoption of a blended learning model, and the creation of concise digitalization policies to drive effective and sustainable implementation of digital technologies in higher education.