The study investigated the influence of digital technology on business educators’ instructional delivery and academic research in tertiary institutions in South West, Nigeria. The study was guided by two specific objectives, two research questions and two hypotheses. The study adopted an explanatory mixed-methods approach (QUAN+qual). A structured questionnaire with 4-point rating scale was administered to 248 business educators in 18 public tertiary institutions offering business education in the region using census sampling technique, while semi-structured interviews were conducted with 18 Heads of Department of Business Education in the same institutions. The instruments went through face and content validation by experts. The reliability of the instruments was determined using Cronbach alpha which yielded a reliability coefficient of 0.81. The quantitative data were analyzed using mean and standard deviation while the hypotheses were tested using independent samples t-test and ANOVA at 0.05 level of significance. The qualitative data were transcribed, profiled, and thematically analyzed to complement the quantitative findings. The findings from research questions revealed that digital technology (mean = 3.03, SD = 0.70) highly influenced business educators’ instructional delivery. Similarly, digital technology (mean = 3.29, SD = 0.64) had a high influence on business educators’ academic research. Significant differences were found among business educators based on their years of experience regarding the influence of digital technology on instructional delivery (F3,244 = 8.36, P0.05). Based on the findings of the study, it was concluded that digital technology highly influenced business educators’ instruction delivery and academic research in tertiary institutions in Nigeria. One of the study’s recommendations was that management of tertiary institutions should organize regular, hands-on workshops on digital content creation technology focused specifically on developing engaging lesson materials to refresh business educators’ skill and apply new design techniques to enhance their instructional delivery.
Saheed Olatunde Akinsanya (Mon,) studied this question.