BRIDGING THE DIGITAL DIVIDE: EMERGING TECHNOLOGIES AND DIGITAL TRANSFORMATION IN NIGERIAN HIGHER EDUCATION

Abstract

Digital transformation is reshaping the architecture of higher education worldwide, yet the speed and equity of this shift remain deeply uneven across regions. Within Nigeria and the broader Sub-Saharan context, universities are increasingly adopting cloud platforms, mobile learning, and other emerging technologies to improve access and learning outcomes. However, persistent digital divides driven by infrastructural, cultural, and socioeconomic inequalities continue to limit adoption and impact. Guided by the Unified Theory of Acceptance and Use of Technology (UTAUT), this paper conceptualizes how institutional and individual factors shape technology adoption in Nigerian higher education. Synthesizing contemporary research (2020–2025), it extends UTAUT to include infrastructure readiness, digital literacy, and institutional support culture as contextual moderators influencing performance expectancy, effort expectancy, social influence, and facilitating conditions. The paper proposes a UTAUT-based Digital Transformation Framework that explains how emerging technologies can bridge the divide between access and effective utilization in learning environments. Conceptualized findings suggest that technology adoption in Nigerian universities depends less on availability of tools and more on alignment among infrastructure, user capability, and institutional vision. The study aligns with SDG 4 (Quality Education) by promoting inclusive, technology-enhanced learning, and with SDG 9 (Industry, Innovation and Infrastructure) by emphasizing sustainable digital ecosystems. Policy recommendations include expanding broadband infrastructure, embedding digital-skills training across curricula, and strengthening institutional governance to sustain adoption.