An Assessment of the Role of Training in Promoting the Use of Electronic Information Resources in Delta State Tertiary Institutions

The integration of electronic information resources (EIRs) into academic libraries has fundamentally transformed teaching, learning, and research in tertiary institutions globally. However, the effective utilization of these resources is contingent upon the training and digital competencies of both library staff and users. This study assesses the role of training in promoting the use of electronic information resources in tertiary institutions in Delta State, Nigeria. Three research objectives guided the study: to determine the current level of awareness and usage of electronic information resources among staff and students; to examine the types and adequacy of training programmes provided for electronic information resource utilization; and to identify the challenges hindering effective training and usage of electronic information resources. The study adopted a descriptive survey research design. The population comprised staff and students of four tertiary institutions in Delta State, from which a sample of 374 respondents was drawn using stratified random sampling. Data were collected using a structured questionnaire validated by experts, with a reliability coefficient ranging from 0.78 to 0.85. Data were analysed using descriptive statistics, including frequencies, percentages, and mean scores. Findings revealed a high level of awareness of electronic information resources (82.2%) but moderate and inconsistent usage patterns across respondent categories. Training programmes, though available in various forms, were widely perceived as inadequate, particularly in terms of frequency (58.8%), duration (62.9%), practical hands-on opportunities (52.0%), and availability of training resources (65.2%). Where training was provided, it was perceived as having a positive impact on users' ability to search for information, awareness of available resources, and academic productivity. However, significant challenges constrained both training delivery and resource utilization, including irregular power supply (87.1%), slow internet connectivity (83.9%), inadequate ICT infrastructure (81.6%), inadequate funding for training (78.1%), and shortage of skilled IT personnel (68.4%). The study concludes that training constitutes a critical mediating factor in promoting the use of electronic information resources, but its effectiveness is substantially undermined by infrastructural, technical, human, and institutional constraints. The study recommends enhanced investment in ICT infrastructure, systematic and continuous training programmes for both staff and students, the development of institutional training policies, and the integration of electronic information literacy into institutional curricula to foster the digital competencies essential for academic excellence and broader national development objectives, including entrepreneurial innovation and food security in Africa.