ROAD USERS’ PERCEPTION ON THE FACTORS INHIBITING THE ADOPTION OF INTELLIGENT TRANSPORT SYSTEM IN MANAGING ROAD TRAFFIC PROBLEMS IN NIGER STATE.

Research Problem: Despite national efforts to promote digital integration, the utilization of Information and Communication Technologies (ICT) in Nigerian Colleges of Education remains limited. Many lecturers recognize ICT’s potential for improving teaching and learning, yet low self-efficacy continues to hinder its consistent use. This study investigates how lecturers’ self-efficacy influences ICT utilization in Colleges of Education in Kaduna State. Methods/Theory: Anchored on Bandura’s Social Cognitive Theory, the study employed a quantitative survey design. Data were collected from 274 lecturers selected through proportionate stratified random sampling. A structured questionnaire measured self-efficacy and ICT utilization with strong reliability (α = 0.91 and α = 0.87, respectively). Data were analyzed using descriptive statistics, correlation, and regression with SPSS version 23, at a 0.05 significance level. Results: Findings showed that lecturers had moderately high self-efficacy (M = 3.89) but only moderate ICT utilization (M = 3.25). Self-efficacy was positively and significantly related to ICT utilization (r = 0.71, p < 0.001) and explained 50% of the variance in utilization. Lecturers with higher qualifications demonstrated greater self-efficacy and more frequent ICT use. Conclusion: Self-efficacy serves as both a catalyst and a barrier to ICT utilization, as confidence does not always translate into consistent practice without institutional support. Key Contribution to Knowledge: The study extends Social Cognitive Theory by confirming self-efficacy as a key psychological driver of ICT integration in teacher education. Recommendation: Colleges of Education should implement continuous, practice-oriented ICT training and provide supportive infrastructure and incentives to strengthen lecturers’ self-efficacy and promote sustainable ICT utilization.