Abstract The study examined effective teaching and learning of science through digital strategies for sustainable development in Ekiti state University, Nigeria. The research design adopted for this study was a mixed method involving quasi-experimental and descriptive survey. The sample was 300 intact science students. Data were collected from two sources, quasi experimental and Control groups and questionnaire. To ascertain the face and content validity of the instruments, experts in the fields of Information Technology and Test, Measurement and Evaluation were given the package and copies of the questionnaire to ascertain the validity. Data collected were analysed using descriptive and inferential statistics. The research questions were answered using mean, standard deviation while t-test and Pearson Product Moment Correlation were used to test the hypotheses at 0.05 level of significance. The results revealed that there was significant relationship between availability of digital strategies and students’ academic performance in science. The findings showed that the difference in mean performance scores of students exposed to digital strategies and those taught with conventional method of teaching at Post-test stage was high and improvement in their academic performance was evident as against the pre-test. The study revealed some level of students’ digital literacy which invariably would enable them contribute to sustainable development of the university and the nation at large. It was therefore concluded that digital strategies are effective tools to enhance performance and develop skills for sustainability. It was therefore recommended that there should provision of more digital facilities and trainings for lecturers through workshops/ seminars.
Oluwatumbi et al. (2026) studied this question.