Examining Institutional Readiness for e-Learning Integration in Technical Education in North Central Nigeria

This study examines the institutional readiness of technical education institutions for e-learning integration in North Central Nigeria, focusing on Benue, Niger, Kwara, and Nasarawa States. E-learning offers significant potential for expanding access and improving quality in technical education, yet institutional readiness, encompassing infrastructure, human capacity, management support, and curriculum alignment, is a prerequisite for effective implementation. Despite growing adoption of e-learning in Nigerian universities, technical education institutions have been notably slower in this transition. A mixed-methods design is employed, drawing survey data from 200 teachers and 40 administrators in 20 technical institutions alongside focus group discussions with IT support staff and students. A validated e-learning readiness assessment instrument measures five readiness dimensions. Cluster analysis identifies distinct readiness profiles across institutions. Qualitative data provide contextual understanding of readiness barriers. Findings are expected to reveal heterogeneous readiness levels, with urban institutions significantly more ready than rural counterparts. Power supply, bandwidth, device availability, and teacher digital competence are expected to be the weakest readiness areas. Recommendations include a phased e-learning implementation roadmap, targeted infrastructure investment in rural institutions, and blended learning models that minimise connectivity dependence. This study contributes to e-learning readiness research in Nigerian technical education and provides a practical readiness framework for guiding technology integration investments in North Central vocational institutions. Keywords: e-learning readiness, technical education, North Central Nigeria, institutional capacity, digital integration