Utilization of Digital Tools in Teaching Vocational Subjects in Niger State Secondary Schools

This study investigated the utilization of digital tools in teaching vocational subjects in senior secondary schools in Niger State, North Central Nigeria. The integration of technology into vocational education has been increasingly advocated as a means of modernizing delivery and preparing students for a technology-driven labor market. Using a descriptive survey design, 220 vocational subject teachers were sampled from 22 schools across four educational zones. Data were collected using a questionnaire on digital tool availability, frequency of use, teacher competency, and perceived impact on learning. Findings revealed that while projectors, computers, and educational software were available in approximately 45 percent of schools, their utilization for vocational instruction was limited, with over 60 percent of teachers using digital tools less than once per week. Teacher competency in digital instruction was identified as the most significant limiting factor, followed by unreliable electricity supply and poor internet connectivity. The study recommends that the Niger State Government prioritize solar-powered ICT infrastructure in schools, invest in continuous digital skills training for vocational teachers, and develop a state-specific digital vocational resource library accessible offline. Education technology companies operating in Nigeria should be invited to partner on pilot programmes. These findings provide a practical framework for ICT integration in vocational education for states facing infrastructure challenges. Keywords: digital tools, vocational subjects, Niger State, ICT integration, secondary schools.