Over the past few decades, there has been a significant scholarly focus on the transformative impact of Information and Communication Technology (ICT) in Nigerian tertiary institutions. In this context, the role of ICT as a change agent has been widely recognized for its ability to enhance the quality of education; consequently, it is driving improvements within the educational landscape of the country.
This comprehensive literature review aims to rigorously evaluate, in particular, the diverse effects of integrating ICT within educational environments. By highlighting, furthermore, its capacity to transform instructional approaches, enhance the availability of various learning materials, and foster inventive methods for engaging students, the review, consequently, underscores the substantial role that ICT can play in advancing educational pedagogy
Various studies illustrate how the deployment of ICT tools such as learning management systems, digital libraries, and online assessment platforms has not only broadened the scope of educational delivery but has also contributed to the enhancement of academic standards through improved pedagogical practices.
The challenges Nigerian tertiary institutions face go beyond inadequate infrastructure and insufficient technical training for educators. Moreover, socio-economic disparities within the educational system further complicate these issues, thereby creating significant barriers to effectively implementing ICT initiatives aimed at improving learning outcomes and promoting academic excellence.
Nonetheless, a considerable body of research, for instance, advocates for the prioritization of ICT in educational policies, underscoring its capacity to, in particular, foster collaborative learning environments, encourage critical thinking, and ultimately prepare students for a technology-driven workforce.
Ultimately, the appraisal of existing literature suggests that while the integration of ICT presents formidable obstacles, its potential as a catalyst for quality education, equity, and inclusivity in Nigeria’s higher education landscape remains substantial, warranting further investigation and strategic investment.