Integrating Information and Communication Technology (ICT) Facilities for Effective General Studies Education: Social Competency Development and Infrastructural Needs in Colleges of Education in North Central of Nigeria
This study examined the social competencies and infrastructural needs for effective Information and Communication Technology (ICT) integration in General Studies Education in Colleges of Education in North Central Nigeria. Specifically, the study identified the social competencies required for ICT integration, assessed the infrastructural needs, and determined the level of ICT integration in General Studies Education. A descriptive survey research design of the correlational type was adopted. The population comprised 3,248 General Studies lecturers in public Colleges of Education in North Central Nigeria, from which a sample of 356 lecturers was selected using the Taro Yamane formula and multistage sampling technique. Data were collected using the researcher-developed GST Lecturers’ Social Competencies, Infrastructural Needs and ICT Integration Questionnaire (GSCINIQ), validated by experts and yielding a Cronbach’s alpha reliability coefficient of 0.79. Data were analyzed using mean, standard deviation, Pearson Product Moment Correlation, and multiple regression. The findings revealed that lecturers generally possessed the social competencies required for ICT integration (Grand Mean = 2.75), although deficiencies existed in online classroom management, conflict resolution, and technical troubleshooting. Respondents agreed that adequate ICT infrastructure, particularly reliable electricity, internet connectivity, computer laboratories, and technical support, was essential for effective ICT integration (Grand Mean = 3.00). However, the overall level of ICT integration in General Studies Education was low (Grand Mean = 2.18), with ICT use largely limited to basic instructional activities. The study concluded that improving ICT integration requires strengthening lecturers’ practical digital pedagogical competencies alongside sustained investment in ICT infrastructure. It was recommended that Colleges of Education prioritize continuous ICT capacity-building programmes and adequate digital infrastructure to enhance technology-supported teaching and learning.
Keywords: General Studies Education, ICT integration, social competencies, infrastructural needs, Colleges of Education.
