An Assessment of Digital Competence Among Childhood Educators in Ilorin Metropolis, Kwara State

This study investigates the digital competence of childhood educators in Ilorin metropolis, Kwara State, Nigeria, with a focus on understanding variations based on gender, age group, school type, and academic qualification. A total of 100 questionnaires were administered to educators across both private and public schools. The research aimed to assess the current levels of digital skills among these educators and explore how these skills correlate with various demographic and educational factors. The findings reveal significant variability in digital competence among childhood educators, influenced by factors such as gender, age, and type of school. Educators from different demographic backgrounds exhibited differing levels of proficiency in using digital tools and integrating technology into their teaching practices. The study found that while some educators demonstrated high levels of digital competence, others showed only basic or limited skills.
The results indicate a need for targeted professional development programs that address these gaps in digital competence. Recommendations include enhancing access to technology, providing ongoing support and training, and formulating policies that promote digital literacy in education. This research contributes to the understanding of digital competence in early childhood education and offers insights for improving technology integration in both public and private educational settings.