Influence of External Factors on Lecturers' Technology Integration in Federal University of Kashere, Gombe State, Nigeria

Abstract

The integration of technology into higher education teaching is essential for improving instructional delivery, enhancing student engagement, and aligning university education with global digital trends. However, lecturers' use of technology is influenced by various external factors beyond individual competence and attitude. This study investigated the influence of external factors on technology integration among lecturers at Federal University of Kashere, Gombe State, Nigeria. A descriptive survey research design was adopted. The population comprised 540 academic staff, from which a sample of 126 lecturers was selected using stratified random sampling. Data were collected using a structured questionnaire titled External Factors Influencing Technology Integration Questionnaire (EFITIQ). The reliability of the instrument using Cronbach alpha was found to be 0.88. Descriptive statistics (mean, standard deviation) and inferential statistics (multiple regression analysis) were used for data analysis. Findings revealed that institutional support, ICT infrastructure availability, and professional development opportunities significantly influenced lecturers' technology integration, while government policy was not a significant predictor. The study recommends increased institutional funding, improved ICT infrastructure, and continuous professional development programmes to enhance technology integration in Nigerian universities.