Integrating Digital Technology in School Pedagogies: Implications for Postgraduate Academic Achievement in the Department of Educational Management. University of Calabar, Nigeria

This paper aimed to assess the integration of digital technology in school pedagogies' implications for postgraduate academic achievement in the Department of Educational Management of Calabar. Two research objectives and questions were used to guide the study. This study employed a mixed methods approach using both quantitative questionnaires and qualitative methods. Interview was used for lecturers, while questionnaires were used by postgraduate students. The population of the study comprised 100 participants. A sample size of 15 postgraduate students and 4 lecturers was selected. The study applied an explanatory sequential design using questionnaires, interviews and observation in data collection. Validity was established by experts in measurement and evaluation, as well as educational management. Cronbach's alpha, ranging from 0.77 to 0.87, were achieved through the reliability of the instrument. The findings revealed that while some digital tools like laptops and tablets are relatively accessible, critical technologies such as projectors, smart boards, and reliable internet connectivity are limited and inconsistently available across classrooms. Usage of digital tools tends to focus mainly on content presentation rather than interactive or student-centred activities, with effectiveness hindered by technical issues, varying digital literacy, and insufficient support. The study concluded that although there is moderate adoption of digital technology, significant gaps remain in both infrastructure and user capacity, limiting transformative digital learning experiences. To address these challenges, recommendations include investing in maintenance and upgrades of digital tools, providing ongoing training for educators, enhancing student digital literacy, increasing government funding for digital infrastructure, and developing policies that promote equitable, sustainable, and effective integration of technology in education.