Assessment of Nigerian Teacher Educators' Strategies for Professional Digital Competent Development

This study investigated the digital competence of Nigerian teacher educators at Michael Okpara University of Agriculture Umudike, (n=136) and Alvan Ikoku Federal University of Education, Owerri (n=191, 20% sample via purposive sampling) in Nigeria. Data were collected using an 18-item “Teacher-Educators Questionnaire on Teacher Educators’ Strategies for Professional Digital Competence” (TOEPG), validated by three experts and achieving a Cronbach’s alpha of 0.85. Findings revealed relatively high levels of digital competence but highlighted significant shortcomings in current professional development programs. Teacher educators expressed a strong need for more comprehensive, context-specific, and sustained professional development that incorporates collaborative learning and equitable access to resources. A key recommendation is the development and implementation of robust, ongoing professional development programmes tailored to the specific needs and challenges faced by Nigerian teacher educators.