Keywords
How to Cite
Share
Abstract
The rapidly evolving digital technological landscape is increasingly influencing the pedagogical processes in higher education. Despite ongoing discussions among colleagues in in academic forums, seminars, conferences and symposia, concerns are raised about lecturers’ readiness for the adoption and use of emerging digital technologies into the teaching and learning process. This study assesses lecturers’ readiness for digital pedagogy implementation in at the University of Yaounde I. Additionally, it examines the relative influence of competence, motivation and technological readiness on the effective adoption of digital pedagogy. A descriptive survey design was adopted, collecting quantitative data from a sample of 147 lecturers across four faculties using a structured 4-point Likert scale questionnaire. Data were analyzed using descriptive statistics and simple linear regression models based on Aydin and Tasci’s e-learning readiness assessment framework. The descriptive results revealed that lecturers possessed above-threshold readiness in competence (M = 3.54, SD = 0.48) and motivation (M = 3.59, SD = 0.42), but fell below the readiness threshold in technological resources (M = 2.55, SD = 0.51). Inferential analysis indicated that competence readiness, F(1, 145) = 1.76, p = .187, R^2 = .012, and motivational readiness, F(1, 145) = 0.91, p = .342, R^2 = .006, were not statistically significant predictors of overall digital pedagogy readiness. In contrast, technological readiness was a strong and statistically significant predictor, F(1, 145) = 192.97, p < .001, R^2 = .568, explaining 56.8% of the variance in digital pedagogy readiness. The study concludes that while lecturers demonstrate willingness and basic pedagogical competencies, inadequate technological infrastructure remains the primary bottleneck to digital pedagogy integration. Recommendations emphasize institutional provision of robust ICT infrastructure, reliable internet connectivity, and targeted professional development programs.
References
Abang, N.G. (2024). Transformation of Higher Education in Cameroon through Decentralization Frameworks. International Journal of Research in Social Science and Humanities (IJRSS). 05(03), 68-79. doi: 10.47505/IJRSS.2024.3.7.
Aborisade, P.A., Olubode-Sawe, F.O., Fola-Adebayo, T., Gbenga, O.B.R., Akeredolu, A.B., Adelabu, B. and Alese, B.K. (2025). Digital Literacy Levels: Realities and Voices of African Teachers in Higher Education Institutions. International Journal of Learning in Higher Education, 32(1). http://doi: 10.18848/2327-7955/CGP/v32i01/199-223
Akwene, G.C. (2024). Adoption of Learning Management Systems in Higher Education: A Qualitative Analysis of Enabling Factors. Valley International Journal Digital Library, 3229- 3237.
Akwene, G.C. & Fouda, M.N. (2022). Multimedia-Influence-Achievement Model (MIAM): Proposed New Model as Predictive Determinant of Academic Achievement. Brazilian Journal of Educational Technology. (BRAJETS). http://dx.doi.org/10.14571/brajets.v15.n3.2022
Aydin, C. H. & Tasci, D. (2005). Measuring Readiness for e-Learning: Reflections from an Emerging Country. Educational Technology & Society, 8 (4), 244-257.
Chounta, I.A., Ortega-Arranz, A., Daskalaki, S., Dimitriadis, Y., & Avouris, N. (2024). Toward a Data-Informed Framework for the Assessment of Technology readiness of Higher Education Institutions. International Journal of Education Technology in Higher Education. 21(1), 1-28. https://doi.org/10.1186/s41239 024 00491 0
Howell, J. (2012). Teaching with ICT: Digital pedagogies for collaboration and creativity. Oxford University Press., 13.
Istrate, O. (2022). Digital Pedagogy. Definition and Conceptual Area. Journal of Digital Pedagogy ISSN 3008-2021 2022, Vol. 1, No. 1, pp. 3-10 https://doi.org/10.61071/JDP.0313
Lawyer, B. N. (2021). Pedagogic Practices for the Twenty First Century Teachers. BeNti Print.
Nayah, G.A. (2024). Transformation of higher education in cameroon through decentralization frameworks. International Journal of Research in Social Science and Humanities. 05(03). https://doi.10.47505/IJRSS.2024.3.7.
Oben, A.E. (2024). Challenges in using digital technologies in teaching and learning in state universities in Cameroon. The American Journal of Social Science and Education Innovations, 6(06), 227-239.
Oketch, H. A. (2013). E-Learning Readiness Assessment Model in Kenya’s Higher Education Institutions: A Case Study of University of Nairobi. Nairobi: University of Nairobi.
Roblyer, M. D., Davis, L., Mills, S. C., Marshall, J., & Pape, L. (2008). Toward practical procedures for predicting and promoting success in virtual school students. The American Journal of Distance Education, 22, 90–109.
Rogers, E (2003). Diffusion of Innovations, 5th Edition, Free Press, 2013.
Sayegh, H. A. (2017). Teaching Literature Using Digital Pedagogy: A Case Study. Beirut American University of Beirut, 1-3.
Sokeng, P.S.C. (2025). The Management of Digital Transformation in Teaching and Learning in Higher Education in Cameroon. International Journal of Research in Education Humanities and Commerce. 06(03), 262-277. https://doi.org/10.37602/IJREHC.2025.6320.
Soomro, M. A., Hizam-Hanafiah, M., & Abdullah, N. L. (2020). Technology readiness Models: A systematic literature review. Compusoft, 9(3), 3596-3605.
Yaro, L. & Njomban, C.Y. (2021). E=Learning and students’ academic performance in Cameroon state universities. American Journal of Online and Distance Learning. 3(1) 37-57.
