Perspectives of librarians on the integration of virtual learning technologies in Nigerian library schools: Implications for policymakers

Background Library and Information Science (LIS) schools are increasingly expected to embrace innovative and inclusive teaching and learning approaches. Virtual learning technologies (VLTs), valued for their adaptability and accessibility, have emerged as promising tools for strengthening instructional delivery within these institutions. Despite their potential, the extent to which VLTs are integrated into LIS education in Nigeria remains insufficiently understood. Purpose This study examined librarians’ perspectives on the integration of VLTs in Nigerian LIS schools, with specific attention to awareness, types of tools used, relevance, impacts, challenges, and implications for policymaking. Research Design A quantitative research design was adopted to investigate the integration of VLTs across LIS programmes. Study Sample The study engaged 1,103 LIS educators drawn from tertiary institutions offering LIS programmes in Nigeria. Data Collection and/or Analysis Data were collected using a structured questionnaire and analysed using descriptive statistical techniques to address five core objectives of the study. Results Findings revealed substantial awareness of VLTs such as smartphones, WhatsApp, and eBook applications; however, their practical integration into teaching, research, and administrative activities was limited. Major challenges hindering effective use included unstable internet connectivity, high data costs, electricity shortages, and insufficient institutional support. Respondents nonetheless affirmed the value of VLTs in promoting inclusive, flexible, and accessible learning experiences. Conclusions The study concludes that meaningful integration of virtual learning technologies in LIS schools requires deliberate policy action, enhanced institutional investment, and continuous professional development for librarians. It recommends that policymakers prioritise digital infrastructure, capacity-building initiatives, and sustainable institutional strategies to fully maximise the potential of VLTs in LIS education.