Applying Technology in Adult Education Programme Delivery: Experiences from Nigerian NGOs

This study examines the experiences of Nigerian non-governmental organisations in applying technology to adult education programme delivery, assessing adoption patterns, effectiveness, and implementation challenges. Technology-assisted adult education modalities, including video-based instruction, mobile learning applications, and tablet-based literacy platforms, are increasingly promoted as scalable alternatives to traditional face-to-face delivery. Several Nigerian NGOs, including those supported by international development partners, have piloted these approaches, but systematic evidence on their effectiveness and scalability in the Nigerian context is limited. This study uses a multi-case study design, examining six NGO technology-integrated adult education programmes operating in Lagos, Abuja, Kano, and Gombe. Data sources include programme documentation, technology usage logs, learning outcome assessments, and interviews with 40 programme staff and technology vendors. Cross-case comparison and thematic analysis are applied. Findings reveal that tablet-based literacy platforms produce comparable or superior learning gains to face-to-face instruction for numeracy and reading skills when supported by trained facilitators. However, device maintenance costs, electricity access, and digital literacy gaps among older learners limit technology integration success in rural and northern programme contexts. Programmes that blend technology with face-to-face facilitation consistently outperform fully technology-dependent approaches. The study concludes that technology enhances adult education delivery in Nigeria when used as a facilitation aid rather than a replacement for human instruction. It recommends blended delivery as the standard technology integration model for NGO adult education programmes.

Keywords: technology in adult education, NGOs, blended learning, digital literacy, Nigeria.