Socio-Digital Inequality and Student Engagement in Hybrid Learning Environments: Evidence from Colleges of Education in Zamfara State, Nigeria

Abstract

Background: This study explores the impact of socio-digital inequality on student engagement within the hybrid learning model at Colleges of Education in Zamfara state, Nigeria.

Methods: The study adopted a correlational-predictive research design. The population was 12,361 students of NCE from Federal College of Education (Technical), Gusau and Zamfara State College of Education, Maru. A multistage sampling technique was used to select 388 students and 376 valid responses were analysed. The Socio-Digital Inequality and Student Engagement in Hybrid Learning Questionnaire was used to gather the data. Descriptive statistics, Pearson Product Moment Correlation and Multiple Regression Analysis were used for data analysis.

Results: The results indicated a significant socio-digital inequality among students, highlighting digital skills, access barriers, and usage barriers as key challenges, with digital affordability being the most critical. Student engagement in hybrid learning was moderate, showing significant negative correlations with digital inequality dimensions. Regression analysis identified socio-digital inequality as a major predictor of student engagement, explaining 40% of the variance, particularly influenced by digital affordability and digital skills.

Conclusion: Based on the study findings, it is concluded that the successful implementation of the hybrid learning model in the Colleges of Education in Nigeria is not a mere technological affair but rather, it involves an equitable digital ecosystem that considers the affordability of technology, digital competence, connectivity, and institutional support. The findings underscore the importance of more complete approaches for digital inclusion.