Adoption and use of Digital Tools by Undergraduates in Library and Information Science in Universities in Adamawa State, Nigeria

The rapid integration of digital technologies in higher education has significantly transformed teaching, learning, and research practices, with Library and Information Scienc51e (LIS) education being particularly impacted due to its emphasis on information access, organization, and dissemination. This study examines the adoption and use of digital tools among undergraduate LIS students at Modibo Adama University and Adamawa State University, Nigeria. Anchored in the Diffusion of Innovations theory, the Technology Acceptance Model (TAM), and the Unified Theory of Acceptance and Use of Technology (UTAUT), the research explores students’ access to digital tools, levels of competence in both general and LIS specific technologies, patterns of use for academic and personal purposes, and perceptions of usefulness and ease of use, alongside institutional factors influencing adoption. A mixed methods approach was employed, combining a descriptive survey of 136 undergraduates selected from a population of 207 using Yamane’s (1967) sampling formula with focus group discussions. Data were collected using a validated questionnaire with reliability established through Cronbach’s Alpha. Descriptive and inferential statistical techniques, including frequencies, percentages, chi-square tests, and regression analysis, were used to examine relationships among access, competence, institutional support, and perceived barriers. Findings indicate a growing reliance on digital tools such as learning management systems, digital libraries, and reference management software. However, challenges including inadequate infrastructure, limited technical support, and uneven digital literacy levels continue to constrain effective adoption. The study identifies infrastructure availability, digital skills, user attitudes, and training opportunities as key predictors of meaningful digital tool adoption. The findings provide evidence based recommendations for curriculum enhancement, capacity building, and institutional policy aimed at strengthening digital integration in LIS education and better preparing undergraduates for digitally driven professional environments.