TECHNOLOGY ENHANCED LEARNING IN HOME ECONOMICS EDUCATION: A CATALYST FOR SUSTAINABLE DEVELOPMENT AND SOCIETAL RESILIENCE IN IMO STATE

This study examined Technology-Enhanced Learning (TEL) in Home Economics education as a catalyst for sustainable development and societal resilience in Imo State. The study was guided by three research questions and adopted a descriptive survey research design. The population comprised 1,450 respondents (150 educators and 1,300 students) from tertiary institutions in Owerri Education Zones I and II, Imo State, while a sample of 210 respondents (70 educators and 140 students) was selected using stratified random sampling. Data were collected using a 29-item structured questionnaire titled Technology-Enhanced Learning in Home Economics Education: A Catalyst for Sustainable Development and Societal Resilience in Imo State (TELHEECSDSR). The instrument was validated by experts in Home Economics and measurement and evaluation, with a reliability coefficient of 0.82 obtained using Cronbach’s Alpha. Mean and standard deviation were used for data analysis. Findings revealed that the extent of technology integration in Home Economics education is high (X= 3.22), with tools such as online platforms, internet resources, videos, mobile phones, and PowerPoint commonly used in teaching and learning. The study also found that TEL enhances learners’ life skills, employability, and adaptability for societal resilience to a high extent (mean = 3.06), particularly in areas of creativity and practical life skills, although problem-solving and consistent digital usage remain relatively weak. Furthermore, significant challenges hinder the sustainable integration of technology, including inadequate funding, unstable electricity supply, limited internet access, lack of ICT facilities, and large class sizes, while poor school location and negative attitudes were not major constraints. The study concludes that although TEL is substantially integrated and positively impacts learners’ competencies, its sustainability and effectiveness are limited by infrastructural and financial constraints. It recommends improved access to ICT tools, continuous teacher training, integration of problem-based digital learning strategies, and increased funding with enhanced power supply and internet infrastructure to ensure sustainable technology integration in Home Economics education.