Assessment of Teacher Educators’ Perception on Hybrid Learning in a Digitalized Classroom for Sustainable Development in Curriculum Delivery in Nigeria

Obi Patricia Nneka, Ariguzo Genevieve Onyekachi, Obi Somtochukwu Chidinma and Maris Maria Best-Njoku
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Obi Patricia Nneka: Department of Curriculum and Instruction, Faculty of Education, AIFUE
Ariguzo Genevieve Onyekachi: Department of educational foundations and administration, Faculty of Education, AIFUE
Obi Somtochukwu Chidinma: Integrated science department, Faculty of natural science, AIFUE
Maris Maria Best-Njoku: Department of Psychology/Guidance & Counselling, Faculty of Education, AIFUE

International Journal of Research and Scientific Innovation, 2024, vol. 11, issue 8, 981-997

Abstract: Hybrid learning, a blend of traditional face-to-face instruction and online learning, has gained significant attention, especially in response to the COVID-19 pandemic. This study investigates the perceptions of teacher educators in Nigeria towards hybrid learning, its impact on curriculum delivery, and the associated challenges. Understanding these perceptions is crucial for informing educational policy and practice, ensuring effective implementation, and promoting sustainable development in education. A mixed-method approach was employed, combining quantitative and qualitative data collection methods. A structured questionnaire was distributed to 23 teacher educators across various regions in Nigeria, capturing demographic information, perceptions of hybrid learning, its impact on curriculum delivery, and the challenges faced. The quantitative data were analyzed using descriptive statistics, while thematic analysis was applied to the qualitative responses to identify recurring themes and patterns. The study revealed a generally positive attitude towards hybrid learning, with 69.6% of respondents having implemented it in their teaching. A majority of educators (59.1%) rated their overall experience as positive or very positive, highlighting improvements in curriculum delivery through enhanced engagement, flexibility, and personalized learning. However, significant challenges were identified, including a lack of technological resources (76.2%), insufficient training and professional development (52.4%), and technical difficulties (52.4%). These barriers underscore the need for better support systems and infrastructure to facilitate effective hybrid learning. The findings suggest that while hybrid learning has considerable potential to improve educational practices, addressing technological and training challenges is essential for its success. Policymakers and educational leaders should focus on enhancing infrastructure, providing comprehensive professional development, and ensuring equitable access to technology.

Date: 2024
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