Examining the Research Gap in Digital Technology Integration in Early Childhood Education in Nigerian Contexts

Digital technology integration in early childhood education is rapidly growing globally, yet the research base for technology's effects on young children in Nigerian ECD contexts is extremely limited, and mapping this gap is essential for evidence-based digital education policy. This study examined the research gap in digital technology integration in Nigerian ECD contexts through systematic review and primary research. A systematic scoping review of 10 databases identified 218 publications from 2019 to 2024 on technology in early childhood education globally, of which only 3 addressed Nigerian ECD technology contexts. Original primary research surveyed 150 private ECD centre managers in Lagos, Abuja, and Enugu on technology integration practice, and observed 30 technology-using classrooms using a structured technology quality observation tool. Survey results showed that 78 percent of private centres used digital technology but only 18 percent had any framework for evaluating educational software quality. Screen time per day exceeded WHO recommendations for under-threes in 44 percent of observed settings. Joint adult-child technology use was present in only 22 percent of observed sessions. The study identifies six critical research gaps in Nigerian technology-ECD research and proposes an original Nigerian ECD Digital Technology Research Framework. Recommendations include UBEC developing ECD technology guidelines, university ECD research units prioritising technology-outcome studies, and a national digital ECD content quality certification system.

Keywords: digital technology, early childhood education, Nigeria, research gap, screen time