Digital Literacy Among Vocational Education Lecturers in Nigerian Monotechnics: An Analytical Study

This study analytically examined digital literacy levels among vocational education lecturers in monotechnics across Nigeria, drawing samples from institutions in Kano, Lagos, Enugu, and Rivers States. Digital literacy has become a critical professional competency for vocational educators as the sector transitions toward technology-enhanced learning environments. A survey design was used, with 320 lecturers completing the Digital Literacy in Vocational Education Scale (DLVES), a 48-item validated instrument measuring five dimensions: basic ICT skills, digital instructional design, online communication, information literacy, and digital safety. Structural profile analysis was applied to categorize lecturers by digital literacy tier. Findings revealed that only 28 percent of lecturers achieved high digital literacy scores, with 42 percent scoring at a basic level and 30 percent below basic. Significant predictors of digital literacy included age (negative), highest qualification (positive), and access to institutional digital resources (positive). Urban institutions showed significantly higher lecturer digital literacy than rural counterparts. The study recommends that the National Board for Technical Education mandate digital literacy accreditation requirements for vocational lecturers, develop differentiated digital skills training pathways, and invest in institutional digital infrastructure in underserved monotechnics. These findings provide an original empirical profile of digital readiness among Nigerian vocational educators with direct implications for faculty development policy. Keywords: digital literacy, vocational lecturers, monotechnics, Nigeria, digital education.