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This study investigated the structural relationships among digital infrastructure quality, lecturer digital competence, student digital readiness, and the quality of Business Education delivery outcomes in Nigerian universities, using Structural Equation Modeling. The global acceleration of educational digitization has created an imperative for universities in Nigeria to re-examine how digital transformation is reshaping teaching and learning in Business Education. Grounded in the Technology Acceptance Model and the Diffusion of Innovation Theory, this study developed and tested a theoretical model explaining how digital transformation factors interact to determine delivery quality. A cross-sectional survey design was employed. The population comprised 960 final year Business Education students and 240 lecturers across twelve universities spread across the six geopolitical zones of Nigeria. A stratified sample of 480 students and 120 lecturers was drawn. Two validated instruments, the Digital Transformation in Education Scale and the Business Education Delivery Quality Inventory, were used for data collection. Structural Equation Modeling using AMOS 26.0 was used for data analysis. Findings reveal that lecturer digital competence is the strongest direct predictor of delivery quality, while digital infrastructure has a significant indirect effect mediated by both lecturer competence and student readiness. The model explains 61 percent of variance in delivery quality outcomes. The study recommends a holistic national digital transformation policy for Business Education that simultaneously addresses infrastructure, faculty training, and student digital readiness. Keywords: digital transformation, business education delivery, structural equation modeling, Nigerian universities, Technology Acceptance Model
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