PERCEPTION OF HOME ECONOMICS EDUCATORS IN SOUTH EAST NIGERIA REGARDING THE INTEGRATION OF DIGITAL TOOLS IN THE CURRICULUM

Abstract

This research examines the perceptions of Home Economics teacher educators in South East Nigeria regarding the integration of digital tools into the curriculum. Two research questions and one hypothesis guided the study Drawing on a descriptive survey design, the study investigates the responses of educators from the Department of Home Economics Education at Michael Okpara University of Agriculture Umudika (MOUAU)with a population of 21 academic staff and Alvan Ikoku University of Education Owerri (AIUE) with a population of 25 academic staff . The population also serves as the sample size. Instrument for data collection was a questionnaire titled “Home economics Teacher-educators Questionnaire on Integration of Digital Tolls in Home Economics Curriculum” (HTQIDTHE). The reliability of HTQIDTHE was 0.83. The study aims to determine any differences in perception between the two groups and to assess the overall readiness of teacher educators to embrace digital integration in Home Economics education. Findings from the study indicate a positive perception among Home Economics teacher educators regarding the integration of digital tools. Both MOUAU and ALVAN lecturers demonstrated a strong belief in the importance of digital integration for enhancing teaching effectiveness, engaging students, promoting skill development, and preparing learners for the modern workforce. Despite slight differences in perception between the two groups, there was an overall consensus on the benefits associated with digital integration in Home Economics education. The absence of significant differences between MOUAU and ALVAN lecturers suggests a common understanding and agreement on the importance of digital integration, regardless of institutional affiliation. These findings underscore the readiness of Home Economics teacher educators in South east Nigeria to embrace digital tools as part of their instructional practices, indicating a willingness to adapt to the changing educational landscape and align with global best practices in teaching and learning. Based on the study's findings, recommendations are made for investment in technology infrastructure and professional development programs to support effective digital integration in Home Economics education. By recognizing the positive attitudes of teacher educators towards digital integration, stakeholders can work towards addressing challenges and providing necessary support to ensure successful implementation of digital tools in Home Economics education in South east Nigeria.