Impact of Technological Models on Agricultural Edu...

Impact of Technological Models on Agricultural Educators’ Adoption of Innovative Tools in North-Central Nigeria.

Abstract

This study investigates the influence of technological theoretical models on agricultural educators’ (AEs) use of innovative educational technology tools in promoting agricultural education in North-Central Nigeria. The rapid integration of digital tools such as mobile applications, virtual learning systems, and online extension platforms has created new opportunities for enhancing the quality of agricultural instruction. However, the extent to which AEs adopt and effectively utilize these technologies remains dependent on key theoretical determinants. Grounded in the Technology Acceptance Model (TAM) and the Diffusion of Innovation Theory, the study examines perceived usefulness, perceived ease of use, compatibility, and trialability as predictors of AEs’ utilization of educational technological tools. The study was directed by five specific objectives, addressed five research questions, and tested three hypotheses. A correlational research design was employed, involving lecturers of agriculture from universities and the College of Education in North Central. Census sampling techniques were employed for the study. The study population consists of 73 lecturers of agricultural education in North Central. A structured 82-item questionnaire titled Technological Models Questionnaire (TAQ)” was developed by the researchers and validated by three subject matter experts. A pilot test was administered to determine reliability using the Cronbach alpha techniques, yielding a coefficient of 0.87. The data for the study were collected and analyzed using mean, correlation, and regression statistics. The findings revealed a moderate level of technology acceptance among AEs and low practical utilization. The study recommended that capacity building in digital technology and continuous professional development should be organized for AEs

Introduction

The advent of digital technology in agricultural education has made teaching and learning of agriculture effective, fascinating, and engaging. In response to this, the federal government of Nigeria has introduced innovative digital courses, including artificial intelligence, robotics, coding, and digital entrepreneurship into the national schools’ curriculum (Ononye 2025). Digital innovation remains a critical driver of improvement in agricultural education. Innovation, in the view of Civan and Kerem (2023), is a process of changes and improvements that is aimed at making a product or service better. Hernández (2025) opined that innovation in agriculture involves the introduction of new ideas, practices, or products that enhance agricultural processes. Adams (2023) investigates that innovation in agricultural education refers to the process of developing new ideas, products, or improving existing ones to make the teaching and learning effective. In the context of this study, Innovation in agricultural education refers to the introduction of technological tools in the classroom to enhance teaching and learning. Navas-Bonilla et al. (2025) submitted that innovative tools in agricultural education and their applications include mobile devices, interactive applications, and augmented reality. Hutchinson (2023) states that innovative tools include electronic devices or digital means, such as laptops, desktop computers, mobile phones, and VR headsets.