Integrating Technology in Agricultural Education: A Case Study of University of Delta, Agbor, Delta State, Nigeria

In view of these challenges of food insecurity, environmental degradation, and unemployment, agricultural education ought not to be overemphasized in Nigeria. However, the sector continues to face persistent issues stemming from legacy, inadequate facilities, and a low uptake of innovation. To that end, this qualitative study aims to investigate the level of technology integration of agricultural education at the University of Delta, Agbor, Delta State, Nigeria, its current status, issues in implementation, and its possibilities for enhanced change. Using both qualitative and quantitative data collection tools, questionnaires were completed by 200 students and staff, and 50 local farmers were interviewed. Descriptive measure results indicated that technology implementation in teaching and learning was moderate but with gaps in usage frequencies between faculty and learners. The study showed that according to lecturers, technological tools were adopted more frequently in the classroom practice, whereas students described the trainings and authentic uses as irregular. Some of the factors revealed as impediments were a paucity of funds, capacity, and organizational culture resistance to change. Problems were compounded by inadequate availability of contemporary equipment, slow connections to the web, and no established organizational guidelines for the effective use of technology. Nevertheless, qualitative findings from the current study pointed to technology’s agency for change in the teaching and learning of agriculture. GIS, drones, and e-learning platforms were appreciated for their approach to developing and improving practical knowledge application, innovative learning, and technology-aided mechanisms. The study further availed recommendations of where, when, and how technology enhancement would fit into the achievement of institutional goals; this involved the call for more financial resources into infrastructure for technology-enhanced learning as well as capacity development for both the staff and students and the formulation of broad policies to support long-term integration. As a result, this study offers policy implications for its various stakeholder’s policymakers, educators, and university officials. The study suggests a plan for developing innovation and enhancing educational performance by addressing the gap between conventional and technology-enhanced approaches. The study also considers the general application of modernizing the agricultural sector in Nigeria. The study thus positions the University of Delta to help pioneer the use of technologies for modernizing agricultural education. This association with global trends in smart agriculture provides a fundamental opportunity in Nigeria for food security, environmental conservation, and economic transformation.