Assessing the Integration of Digital Tools and Barriers on Access to Quality Education among Internally Displaced Children in Benue State, Nigeria

Abstract This study evaluates the role of digital tools and barriers in accessing quality education among internally displaced children (IDCs) in Benue State, Nigeria. A descriptive survey design was employed, with a population of 68,076 school-age IDCs across six Local Government Areas. A sample of 384 participants was selected using multistage sampling. Data were collected using a validated structured questionnaire, Integration of Digital Tools and Barriers on Access to Quality Education among Internally Displaced Children Questionnaire (IDTBAQEIDCQ), which achieved a reliability coefficient of 0.89. Descriptive statistics (mean and standard deviation) were used for analysis. Findings indicate that digital tools; such as mobile learning apps, online video platforms, e-books, and educational websites significantly enhance access to and quality of education for IDCs. However, barriers like unreliable internet access, high device costs, limited electricity, low teacher digital literacy, and poor learning environments hinder effective technology adoption. The study highlights the need to integrate technology to address educational gaps for displaced learners. Key recommendations include scaling up successful digital platforms, improving infrastructure, and enhancing teacher training in digital literacy. These measures are critical to ensuring equitable and effective education for IDCs in Benue State. Keywords: Assessment, Quality Education, Barriers, Internally Displaced Persons & Technology Tools