DIGITAL COMPETENCE AND ITS IMPACT ON VIRTUAL LEARNING SYSTEM USE BY LIBRARY AND INFORMATION SCIENCE LECTURERS IN KWARA STATE (A CASE STUDY OF FEDERAL POLYTECHNIC OFFA AND UNIVERSITY OF ILORIN KWARA STATE).
Abstract
This study explores digital competence as a key factor in the effective use of virtual learning systems (VLS) among Library and Information Science (LIS) lecturers in Kwara State, Nigeria. While virtual platforms enable flexible and interactive learning, challenges persist in Nigerian institutions where digital literacy varies widely. The study surveyed 42 lecturers from the University of Ilorin and Federal Polytechnic Offa. The study reveals that only a few used dedicated VLS tools, with many relying on social media platforms like WhatsApp for instructional purposes. The results also indicated that while LIS lecturers generally demonstrate basic digital skills and information literacy, VLS usage remains infrequent due to institutional limitations and a lack of formalized adoption. Furthermore, findings suggest a need for enhanced digital competence to bridge gaps in remote education delivery. It was recommended that targeted training for lecturers, curriculum updates to reflect digital learning needs, and policies to support consistent VLS use. Enhancing digital skills is essential for enabling effective and standardized e-learning in Nigerian higher education institutions.
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