- Adebola Morenike, OLATUNDE Ph.D; Ifeloluwa Janet, OYELEYE Ph.D
- DOI: 10.5281/zenodo.15831314
This study investigated the influence of technology-driven training on the upskilling and re-skilling initiatives of workers in the Federal College of Education, Abeokuta. As digital transformation reshapes the education sector, institutions are increasingly integrating ICT tools to enhance staff competence. The research adopted a descriptive survey design involving 110 academic and non-academic staff, with 90 selected through simple random sampling. A researcher-designed instrument the Technology-Driven Upskilling Questionnaire (TDUQ) was used for data collection. The study employed both regression and t-test statistical methods to analyze the data at a 0.05 level of significance. Findings revealed a statistically significant relationship between participation in technology-driven training and upskilling outcomes (t = 4.102, p = 0.002). Similarly, there was a significant difference in re-skilling outcomes between workers who had access to digital tools and those who did not (t = 6.221, p = 0.003). The regression analysis showed that technology-driven training accounted for 6.9% of the variance in workforce performance (R² = 0.073), indicating a modest but meaningful contribution. Descriptive results also indicated general agreement among staff regarding the relevance, accessibility, and impact of technology-enabled training on their professional development. The study concluded that technology-driven training positively influences the digital competence and productivity of workers, although challenges such as infrastructure limitations and irregular application of skills remain. It recommended the adoption of structured, continuous training, improved ICT infrastructure, and institutional alignment with national digital initiatives. These strategies will ensure sustainable workforce development and position the institution to meet the demands of a technology-driven educational landscape.
