Investigating academic staff behavioral intention and readiness to utilise mobile devices for instructional delivery among tertiary institutions in Sokoto State, Nigeria

Abstract

This research investigates academic staff's behavioural intentions and technological readiness regarding integrating mobile devices for instructional delivery among tertiary institutions in Sokoto State, Nigeria. Descriptive statistics were used to analyse responses from 325 academic staff members regarding their behavioural intentions, technological readiness, challenges, and perceptions of mobile device integration. The findings reveal a generally positive disposition among academic staff towards mobile device utilisation, with high mean scores indicating willingness to integrate mobile devices into teaching activities and positive perceptions of their impact on student learning outcomes. Despite challenges such as inadequate technological infrastructure, limited professional development opportunities, and resistance to change, it is crucial to implement strategic interventions. Recommendations have been made to improve institutional collaboration, infrastructure, technical support systems, and professional development to facilitate effective mobile device integration. These findings contribute to the discourse on technology-enhanced learning in Nigerian higher education and offer practical insights for policy-makers, administrators, and educators seeking to harness the potential of mobile devices for educational advancement.