Bridging the Digital Divide in Nigerian Federal Universities: Digital Infrastructure, Assessment Literacy and AI Readiness as Predictors of Students’ Digital Assessment Competence, Assessment Self-Efficacy and Academic Engagement
The rapid digital transformation of higher education has created unprecedented opportunities for expanding access, improving assessment practices and developing future-ready graduates, but persistent inequalities in infrastructure, digital competence and readiness for artificial intelligence continue to constrain these possibilities in many African universities. This study examined the predictive contributions of digital infrastructure accessibility, digital assessment literacy and artificial intelligence-enabled assessment readiness to students’ digital assessment competence, assessment self-efficacy and academic engagement in Nigerian Federal Universities. A descriptive survey research design was adopted. The population comprised 363,143 Federal University students, from which a sample of 384 students was selected. Data were collected using a structured instrument titled Digital Divide and Future-Ready Assessment Questionnaire (DDFRAQ). The instrument was subjected to expert validation and pilot testing, with acceptable reliability coefficients. Data were analysed using means, standard deviations and multiple regression analysis at the 0.05 significance level. The results indicated that digital infrastructure accessibility significantly predicted digital assessment competence (R² = 0.480), assessment self-efficacy (R² = 0.420) and academic engagement (R² = 0.390). Digital assessment literacy and AI-enabled assessment readiness also made significant positive contributions to the three dependent variables. The findings suggest that closing the digital divide requires more than providing internet connectivity and devices; it requires simultaneous investment in assessment literacy, ethical AI readiness, inclusive digital infrastructure and student support systems. The study concludes that Nigerian Federal Universities can develop future-ready assessment ecosystems when technological access is integrated with measurement competence and responsible AI use.
Keywords: digital divide, digital assessment, assessment literacy, artificial intelligence, assessment self-efficacy, academic engagement, higher education, Nigerian Federal Universities
