REVOLUTIONIZING PEDAGOGY: FOSTERING TECHNOLOGY ADOPTION AND ENGAGEMENT AMONG TEACHING STAFF IN IBADAN'S PRIVATE UNIVERSITY

Abstract

The study investigated the adoption of technology and engagement modes among teaching staff at a private university in Ibadan. The integration of technology in educational institutions has gained significant attention in recent years due to its potential to enhance teaching and learning processes. The study adopted the Social Exchange Theory (SET) to explain the factors influencing teaching staff's attitudes and behaviors towards technology. It was a cross-sectional survey conducted in Ibadan using quantitative methods and secondary data. Data was manually analyzed using Microsoft Excel and presented in graphs and tables, with secondary data used to support the findings. The study found that 65.11% of the respondents were males, with the largest percentage (34.88%) of respondents aged 56 and above. About 46.51% of respondents had obtained Ph.D. degrees, and approximately 81.39% were of Yoruba ethnicity. Additionally, 41.86% of respondents held the position of Lecturer I. In terms of technology adoption, the study revealed that 53.48% of respondents had partially adopted Learning Management Systems (LMS), while 39.53% had adopted Collaborative Tools and 44.18% had adopted Multimedia Resources. Furthermore, 32.55% had partially or fully adopted Mobile Apps for learning, while 65.11% had adopted Social Media and Online Communities. Online Assessment Tools were adopted by 44.18% of respondents, while only 16.27% had adopted Game-Based Learning. The study also found that 67.44% of respondents strongly believed that they enjoyed working in their department, with an additional 32.55% agreeing with this statement, indicating a high level of satisfaction and positive sentiment among the lecturers. Regarding organizational support, 58.13% of respondents agreed that their organization provides support, and 37.20% agreed or strongly agreed that they have the freedom to change their lecture mode according to their preferences and instructional strategies. Therefore, the study suggests that institutions, managements, lecturers, and clerical staff should intensify efforts to embrace technology as a catalyst for educational transformation in Ibadan's private university sector.   Key words: Technology Adoption, Engagement Mode, Educational Institutions, Staff's Attitudes