Integration of ICT in the Curriculum of Colleges of Education in Nasarawa State, North Central Nigeria

This study examines the extent to which ICT has been integrated into the curricula of colleges of education in Nasarawa State, North Central Nigeria. Colleges of education are responsible for producing qualified basic school teachers, and the quality of their ICT curriculum integration directly determines whether graduates can deliver technology-enhanced instruction in their future classrooms. A descriptive survey design was employed with a sample of 90 lecturers and curriculum planners from Nasarawa State College of Education, Akwanga, and College of Education, Lafia. A validated ICT Curriculum Integration Assessment instrument assessed presence of ICT in course objectives, teaching methods, assessments, and extracurricular activities. Findings reveal partial integration: ICT appears as a standalone course but is rarely embedded in methodology courses across disciplines. Assessment methods remain largely paper-based, with limited use of digital assessment tools. The study recommends that the National Commission for Colleges of Education update minimum ICT curriculum integration standards and that Nasarawa State colleges of education establish ICT integration steering committees to monitor and promote cross-disciplinary digital pedagogy. Keywords: ICT curriculum integration, colleges of education, Nasarawa State, teacher preparation, digital pedagogy