The Impact of UNESCO MGIEP Digital Teacher Training on Nigerian Educators' Digital Pedagogy Competence and Confidence

Abstract

This study explores Nigerian educators’ perceptions of digital pedagogy competence and the impact of a UNESCO MGIEP digital teacher training course. The study employs a validated survey and paired sample t-tests to assess the efficacy of a 5-week intervention delivered through synchronous and asynchronous modes. The findings reveal statistically significant improvements in educators' digital pedagogy competence and confidence across multiple domains following Digital Teacher Training, with substantial increases in mean scores from pre-test to post-test (p < .001) and moderate to large effect sizes (Cohen's d ranging from 0.430 to 1.062). These results demonstrate the intervention's efficacy in enhancing educators' proficiency in leveraging digital technologies for instruction, assessment, and student engagement, although a marginal decline was observed in facilitating student self-monitoring through digital means.

Keywords

• digital pedagogy
• technology integration
• digital competence
• educator training
• student learning