Digital Pedagogical Competence and Transformative Teaching Practice in Nigerian Higher Education: A Mixed-Methods Enquiry

This study investigates the construct of digital pedagogical competence and its relationship to transformative teaching practice among lecturers in Nigerian universities, drawing empirical evidence from institutions in South West, South East, and North Central Nigeria. As Nigerian universities accelerate digital education initiatives in the post-pandemic period, understanding the conditions under which digital competence enables rather than merely automates transformative pedagogy is a critical research and policy concern. The study employs a convergent parallel mixed-methods design, combining a survey of 480 university lecturers with in-depth case studies of eight purposively selected universities. A validated Digital Pedagogical Competence Framework instrument and the Transformative Teaching Practice Inventory serve as quantitative instruments. Structural equation modelling and interpretive case analysis were applied. The study extends the European DigComp Educator Framework, Mezirow's Transformative Learning Theory, and Mishra and Koehler's Technological Pedagogical Content Knowledge Framework to develop a Nigerian higher education-specific model. Findings are anticipated to reveal that pedagogical intentionality with digital tools, rather than tool sophistication, is the primary driver of transformative practice. The mediating role of epistemic beliefs about teaching and learning is examined. Recommendations target the National Universities Commission on revising lecturer digital competence standards and embedding transformative digital pedagogy in faculty development programmes. Keywords: digital pedagogical competence, transformative teaching, Nigerian universities, TPACK, higher education