Educational Technology Policy Transfer and Implementation Fidelity: A Multi-State Comparative Study in Nigeria

This study examines the fidelity of educational technology policy transfer from national frameworks to state-level implementation across multiple Nigerian states, contributing original empirical and theoretical knowledge on policy enactment dynamics in decentralised education governance contexts. The Nigerian federal education system creates conditions for significant implementation variability, yet comparative multi-state analysis of how national ICT in education policies are interpreted and enacted at state level remains understudied. A comparative case study design was employed across six purposively selected states representing all geopolitical zones: Lagos (South West), Enugu (South East), Bayelsa (South South), Kwara (North Central), Kano (North West), and Gombe (North East). Document analysis, key informant interviews with 60 state education officials, and school-level field observations generated rich comparative data. Fidelity was assessed against Fixsen's implementation science framework adapted for education policy contexts. Findings reveal substantial implementation variability across states, driven by differential financial capacity, political will, institutional culture, and alignment between state priorities and national policy aims. Lagos and Kano demonstrate higher fidelity, while Bayelsa and Gombe show significant drift. A policy transfer ecology model is developed to explain state-level implementation variability. The study contributes original comparative evidence and a theoretical model for understanding Nigerian educational technology governance across the federal-state axis. Keywords: policy transfer, educational technology, implementation fidelity, comparative study, Nigerian states