ASSESSING THE INTEGRATION OF EMERGING TECHNOLOGIES IN SCIENCE, TECHNOLOGY AND MATHEMATICS EDUCATION CURRICULUM IN NIGERIAN UNIVERSITIES
https://doi.org/10.83151/n7cv-xv06
Science, Technology and Mathematics Education (STME) is widely recognized as an interdisciplinary programme designed to equip learners with the knowledge and skills required to address complex societal and global challenges. In recent years, the integration of emerging technologies has significantly transformed the ways scientific concepts are taught, visualized, and understood in educational settings. This study assessed the extent to which emerging technologies are integrated into the implementation of the STME curriculum in Nigerian universities. The study was guided by four research objectives and four corresponding research questions. A descriptive survey research design was adopted. The population consisted of lecturers and students of the University of Ilesa in Osun State, Nigeria. A sample of 130 respondents, comprising 30 lecturers and 100 students drawn from the Faculty of Education and Faculty of Biological Sciences, was selected using a purposive sampling technique. Data were collected using a structured questionnaire and analyzed using descriptive statistics, specifically, frequencies, percentages, mean scores, and standard deviation. The findings revealed that the use of emerging technologies has brought tangible progress in embedding technological innovations in instructional practices in Nigeria Universities. It was recommended, among others, that the universities should organize regular digital literacy and pedagogy training for lecturers to strengthen their competence in using emerging technologies for instructional delivery.
Keywords: Emerging Technology, Technology Integration, STEM Education, Nigerian University, Educational Technology.
Olufunmiso Olatunbosun Ajala (https://orcid.org/0009-0007-4949-0847), Adeyinka Olayemi Owolade (https://orcid.org/0009-0004-5464-7309), Ogechi Rita Osuala (https://orcid.org/0009-0009-0463-8515), Adew
ASSESSING THE INTEGRATION OF EMERGING TECHNOLOGIES IN SCIENCE, TECHNOLOGY AND MATHEMATICS EDUCATION CURRICULUM IN NIGERIAN UNIVERSITIES https://doi.org/10.83151/n7cv-xv06
Science, Technology and Mathematics Education (STME) is widely recognized as an interdisciplinary programme designed to equip learners with the knowledge and skills required to address complex societal and global challenges. In recent years, the integration of emerging technologies has significantly transformed the ways scientific concepts are taught, visualized, and understood in educational settings. This study assessed the extent to which emerging technologies are integrated into the implementation of the STME curriculum in Nigerian universities. The study was guided by four research objectives and four corresponding research questions. A descriptive survey research design was adopted. The population consisted of lecturers and students of the University of Ilesa in Osun State, Nigeria. A sample of 130 respondents, comprising 30 lecturers and 100 students drawn from the Faculty of Education and Faculty of Biological Sciences, was selected using a purposive sampling technique. Data were collected using a structured questionnaire and analyzed using descriptive statistics, specifically, frequencies, percentages, mean scores, and standard deviation. The findings revealed that the use of emerging technologies has brought tangible progress in embedding technological innovations in instructional practices in Nigeria Universities. It was recommended, among others, that the universities should organize regular digital literacy and pedagogy training for lecturers to strengthen their competence in using emerging technologies for instructional delivery. Keywords: Emerging Technology, Technology Integration, STEM Education, Nigerian University, Educational Technology.