Awareness and utilization of zoom application for learning among pre-services teachers in public colleges of education in Kwara State, Nigeria

Abstract This study investigated pre-service teachers’ awareness and utilization of the Zoom application for instructional purposes in three Colleges of Education in Kwara State, Nigeria. Zoom, a cloud-based communication platform, enables interactive learning through video, audio, and chat across multiple devices. A descriptive survey design was adopted, with a sample of 263 pre-service teachers (139 males and 124 females) selected through stratified random sampling. Data were collected using a structured questionnaire, which was validated by experts in educational technology and achieved a reliability coefficient of 0.82 using Cronbach’s alpha. Descriptive statistics (frequency counts, percentages, and mean scores) were employed to summarize responses, while inferential statistics (independent samples t-test) were used to examine gender differences in awareness and utilization levels. Findings revealed that pre-service teachers demonstrated low awareness and limited utilization of Zoom for learning activities. The analysis further indicated no statistically significant difference in awareness levels between male and female respondents (p > 0.05). The study concluded that inadequate exposure and insufficient institutional support hinder effective integration of Zoom into teaching and learning. It recommends that government and educational authorities strengthen ICT integration by providing digital infrastructure, capacity-building programs, and an enabling environment to enhance virtual learning engagement in Colleges of Education. Keywords: Awareness, Utilization, Zoom App, Learning, Pre-service Teachers, Education