Information and Communication Technology Integration in Adult Education Programmes in Lagos State

This study assessed the integration of information and communication technology into adult education programme delivery in Lagos State, South West Nigeria. Digital transformation is reshaping educational systems globally, and adult education providers in Nigeria's most urbanised state face growing expectations to incorporate technology-enhanced learning approaches. The study adopted a descriptive survey design involving 175 adult learners and 35 facilitators from adult education centres in four local government areas across Lagos mainland and island. Questionnaires, technology use assessments, and interviews formed the data collection framework. Findings revealed that ICT integration in adult education centres was largely superficial, limited to occasional projector-based presentations and smartphone demonstrations. Most centres lacked computers, reliable internet connectivity, and digital learning software. Facilitators reported minimal ICT competency and limited confidence in using technology as an instructional tool. Learners, particularly younger adults, expressed strong enthusiasm for digital learning modalities, citing efficiency and engagement benefits. Centres in wealthier local government areas demonstrated markedly better ICT infrastructure than those in lower-income zones, reflecting structural inequalities in resource allocation. Recommendations include prioritising ICT infrastructure investment in underserved adult education centres, incorporating digital literacy as a mandatory component of all adult education curricula, providing comprehensive ICT training for facilitators, and exploring public-private partnerships with Lagos-based technology companies to supply devices and connectivity. Keywords: ICT integration, adult education, digital learning, Lagos State, technology-enhanced education.