IMPACT OF INSTITUTIONAL SUPPORT ON SOCIAL STUDIES LECTURERS’ INTEREST TOWARD INTEGRATING ICT FOR INSTRUCTIONAL DELIVERY IN COLLEGES OF EDUCATION IN KOGI STATE

This study examined the impact of institutional support on Social Studies lecturers’ interest in integrating Information and Communication Technology (ICT) for instructional delivery in Colleges of Education in Kogi State, Nigeria. The study adopted a correlational research design. A sample of fifty (50) Social Studies lecturers was drawn from three government owned Colleges of Education in Kogi State using census sampling. Data were collected through a structured questionnaire with two sections: institutional support and lecturers’ interest in ICT integration. Descriptive statistics and Pearson Product Moment Correlation were used for data analysis. Findings revealed that institutional support has a significant positive relationship with lecturers’ interest in ICT integration.The multiple regression model including availability of facilities, ICT training, technical support, and management encouragement as predictors produced R = .355, R² = .126, and F(4, 45) = 1.627, p = .184. This suggests that these four institutional support components together explain only about 12.6 % of the variance in lecturers’ interest—and that the model as a whole was not statistically significant (p > .05). None of the individual predictors had significant beta coefficients (p > .05). It was concluded that adequate institutional support in terms of training, incentives, policy backing, and infrastructure enhances lecturers’ motivation and interest in utilizing ICT tools for effective instructional delivery. Recommendations were made for policy-makers and college administrators to strengthen institutional support mechanisms to foster ICT-driven teaching and learning in Social Studies.