Extending Affordable Reliable Broadband Internet to Educational Institutions in Edo State

COVID-19 and Mental Health Care Delivery: A Digital Divide Exists for Youth With Inadequate Access to the Internet

Digital technologies have spread rapidly in much of the world. Digital dividends—that is, the broader development benefits from using these technologies—have lagged behind. In many instances, digital technologies have boosted growth, expanded opportunities, and improved service delivery. Yet their aggregate impact has fallen short and is unevenly distributed. For digital technologies to benefit everyone everywhere requires closing the remaining digital divide, especially in internet access. But greater digital adoption will not be enough. To get the most out of the digital revolution, countries also need to work on the “analog complements”—by strengthening regulations that ensure competition among businesses, by adapting workers’ skills to the demands of the new economy, and by ensuring that institutions are accountable. Digital technologies—the internet, mobile phones, and all the other tools to collect, store, analyze, and share information digitally—have spread quickly. More households in developing countries own a mobile phone than have access to electricity or clean water, and nearly 70 percent of the bottom fifth of the population in developing countries own a mobile phone. The number of internet users has more than tripled in a decade—from 1 billion in 2005 to an estimated 3.2 billion at the end of 2015. This means that businesses, people, and governments are more connected than ever before. The digital revolution has brought immediate private benefi ts—easier communication and information, greater convenience, free digital products, and new forms of leisure. It has also created a profound sense of social connectedness and global community. But have massive investments in information and communication technologies (ICTs) generated faster growth, more jobs, and better services? Indeed, are countries reaping sizable digital dividends?

Information Communication Technology (ICT) has emerged as a transformative force in human society, enabling new pathways of economic, social, and cultural development. In the context of India, a nation characterized by vast socio-economic diversity and rapid technological growth, the role of ICT in advancing human development is both complex and profound. This research paper critically investigates how ICT initiatives have influenced key dimensions of human development, including economic empowerment, educational opportunities, healthcare accessibility, and social inclusion. The paper begins by tracing the evolution of ICT policies and their implementation in India, such as the Digital India Mission and the National Broadband Mission. It then examines private sector contributions through innovations in digital payments, e-commerce, online education, and telemedicine. Furthermore, it highlights the role of grassroots innovations and community-driven digital literacy programs in promoting inclusive growth. The economic empowerment facilitated by ICT is evident in the proliferation of digital financial services like the Unified Payments Interface (UPI) and digital wallets, which have revolutionized small business operations and personal finance management across urban and rural sectors. ICT has also provided a platform for rural entrepreneurship, with initiatives such as Common Service Centres (CSCs) and e-Choupals enabling local communities to access government services, financial tools, and market information. In the educational sector, ICT has broken traditional barriers by democratizing access to learning resources. Government-led platforms like SWAYAM and DIKSHA, along with private e-learning providers, have played a vital role in ensuring learning continuity during crises like the COVID-19 pandemic. However, disparities in internet access, affordability of devices, and digital literacy among students and teachers, particularly in rural India, remain substantial challenges. Healthcare delivery in India has also witnessed significant advancements due to ICT. Telemedicine services, exemplified by platforms like eSanjeevani, have bridged the urban-rural healthcare divide, enabling remote consultations and improving health outcomes in underserved regions. Digital health initiatives, including the Ayushman Bharat Digital Mission (ABDM), have laid the foundation for an integrated digital health ecosystem aimed at better patient care and data management. The paper also critically explores the broader social and cultural impacts of ICT. While technology has enhanced social inclusion by empowering women, persons with disabilities, and marginalized communities, it has also introduced risks such as cyberbullying, misinformation, and privacy concerns. The rise of social media has reshaped cultural expressions and communication norms, influencing public discourse and identity formation. Despite the promising trends, India faces persistent challenges like the digital divide, characterized by inequalities based on geography, gender, and socio-economic status. Bridging these gaps requires comprehensive strategies encompassing infrastructure development, digital literacy programs, inclusive policy frameworks, and strong public-private partnerships. In conclusion, this study underscores that while ICT has significantly advanced human development in India, its full potential can only be realized through inclusive and sustainable implementation strategies. Addressing the infrastructural, educational, and socio-economic barriers is imperative for fostering an equitable digital society where technology serves as a true enabler of human capabilities.

This study has empirically tested the fitness of a structural model in explaining the influence of two exogenous variables (perceived enjoyment and attitude towards ICTs) on two endogenous variables (behavioural intention and teachers’ Information Communication Technology (ICT) usage behavior), based on the proposition of Technology Acceptance Model (Davis, 1989a). The sample was 212 teachers from Business Education faculties of 13 tertiary colleges in the northwestern region of Nigeria. As one of the major developing countries in Africa, Nigeria has invested a lot of resources in ICTs for the past several years to ensure the appropriate uptake and integration of technology across the important sectors of the country’s economy, especially the education sector. Unfortunately, the country’s standard of ICT adoption has remained low for many years. Congruently, its educational sector has remained incapacitated by lack of adequate ICT facilities and lack of skilled ICT-manpower, with school teachers using obsolete tools in the classroom, and some of them buying and using ICTs out of their own volition. Teachers’ use of ICTs in tertiary schools’ has remained poor in Nigeria, and research initiatives on ICT usage behaviour are rare and predominantly descriptive in nature. Past studies have dwelt on investigating the influence of physical infrastructural facilities on teachers’ use of technology in the classroom. The current study has investigated the influence of teachers’ perceptive beliefs, attitudes and intentions on their technology usage behaviour, using Structural Equation Modeling (SEM). Findings have shown that teachers’ perceived enjoyment of ICTs influences their ICT usage behaviour in the classroom (β = .281, p < .05); teachers’ perceived enjoyment of ICTs influences their intention to use ICTs (β = .740, p < .001); teachers’ ICT attitude influences their intention to use ICTs (β = .122, p < .05); teachers’ ICT attitude influences their ICT usage behaviour (β = .512, p < .001) and teachers’ behavioural intention influences their ICT usage behaviour ICTs (β = .-368, p < .05). Teachers’ behavioural intention to use ICTs has, however, predicted a decrease in their self-reported ICT usage behaviour. This study will benefit school leaders, curriculum planners and researchers in technology acceptance behaviour in Africa, by giving them guidance in taking decisions concerning teachers’ perceptions and intentions of using ICTs in the classroom. The study will play a vital role in filling up the research gap that exist in technology acceptance behaviour among business education faculties across tertiary institutions in Nigeria and the rest of Africa. Future research on the subject matter may attempt to investigate the moderating roles of voluntariness and compulsory standards in influencing teachers’ ICT usage behaviour. Keywords: attitude towards technology; behavioural intention; business education; developing country; ICT usage behaviour; Nigeria; perceived enjoyment; South Africa; teachers

Impact of Telemedicine Modalities on Equitable Access to Ambulatory Gastroenterology Care

This special issue was supported by an Australian National University GrandChallenges grant (Social Cohesion, Diversity and Inclusion) to Israr Qureshi.

Women are gaining information on economic activities in the world and acquiring ways to deal with them through modern and traditional ICT. One of the study objectives is to determine the impact of ICT on womenpreneurship in Edo State, Nigeria. The study was guided by four research objectives and hypotheses. This study adopted the survey design. The target population for the study consists of womenpreneurs beneficiaries of the 2023 Edo Cares in conjunction with NG Cares, Bank of Industry, and SMEDAN Entrepreneurship Empowerment Grant (EPG). The sample size is three hundred (300) beneficiaries in the scheme. The study used content validity and Cronbach alpha statistic which yielded a coefficient of 0.83(83%). Source of data was questionnaire. The hypotheses were tested at 5% significant level using one-sample T-statistic. The results revealed that the level of ICT integration by the womenpreneurs was significant. Also, the results revealed that ICT adoption has significantly increased productivity, and market access and reduced the cost of transactions of womenpreneurs in Edo State. The study recommended that the government in the state should improve the infrastructural base for easy access to ICT and womenpreneurs should embrace ICT and integrate it to grow and sustain their businesses.

This study empirically investigated the influence of organisational justice on employee engagement in the tertiary institutions in Edo State. Its specific objectives were to examine the influence of distributional, procedural and interactional justice on employee engagement in the tertiary institutions in Edo State. In achieving these objectives, the study adopted the cross sectional survey research design. It specifically made use of data collected from four hundred and one (401) staff of the tertiary institutions in Edo State. Data collected were analysed with descriptive and Ordinary Least Square regression. The study revealed that organisational justice has significant influence on employee engagement in the tertiary institutions in Edo State. It also revealed that each of the dimensions of organisational justice: distributional, procedural and interactional positively and significantly influenced employee engagement in the the tertiary institutions in Edo State. From these findings, the study recommended that managements of the tertiary institutions in Edo State should increase their efforts in rewarding employees according to their workload, work completed, work contributed, relevant skills and educations acquired; increase effort in promoting those policies or procedures where employees can be promoted on time and as when due; provide employees with accurate, timely and adequate information to perform job and ensure all employees are treated with politeness, dignity, kindness, consideration and supported equally.

This study focuses on music technological applications to music education in tertiary institutions in Delta and Edo States. The relevance of computer applications in music education has not received sufficient attention. It features some contributions of some scholars on relevant concepts, and empirical findings that have bearing to this study. It equally describes music technological applications, and its uses for music education. The methodology is a survey; the target population is made of students and lecturers of tertiary institutions in Delta and Edo States and involves the use of library research and internet services for relevant literature. The study indicates a few numbers of institutions that apply, and those that plan to apply computer applications to music education in the classroom. Some students express, that computer applications are interestingly engaging. However, majority of the students have not been exposed to computer applications for music education in the classroom. The study concludes that If few ( 20%) of the lecturers in Delta State University and College of Education, Ekiadolor and a lecturer from Ambrose Ali University could apply some music technological applications to teach. It implies that it is realistic and realisable. Therefore, all the lecturers should endeavour to undergo a self-development programme in their areas of specialization so that it will possibly achieve the same outcome. The study recommends that the yearly computer programme organized by the National commission for Colleges of Education and should relate to and reflect in their course areas.

Rural Measures: A Quantitative Study of the Rural Digital Divide

Background: Information Communication Technologies (ICTs) have caused significant improvement in the practice and teaching of medicine worldwide. The novel coronavirus disease (COVID 19) pandemic has heightened the need for increased development and improvement in ICT skills and infrastructure. ICTs are causing a revolution in the way Pathology is practiced and taught worldwide. This study was carried out to evaluate the utility of ICTs in undergraduate pathology education in a tertiary institution in Nigeria.&#x0D; Materials and Methods: This was a cross sectional study in which a structured questionnaire was used to assess students’ access to ICT, ICT skills and perceptions regarding ICT in pathology education. Questions regarding learning challenges and knowledge of pathology related resources and the current state of utilization of computer based/ digital tools in pathology education in the institution were also examined. Data was analysed using SPSS version 20 and reported in charts.&#x0D; Results: Questionnaires were administered to 146 students out of which 97 responded. Only 44% of the students had personal computers with 24% using their computers daily and 69% having internet connectivity. Most were proficient in Word processing (84%) and Email (80%), while very few had programming or database skills. Eighty-nine percent (89%) considered ICT as being useful in pathology learning, while 65% considered ICT as being more effective than traditional learning methods. Gross demonstrations were rated as being superior to digital images in gross pathology by 55%. The most commonly used ICT tools by the students were photomicrographs, online lecture notes, images and tutorials with interactive ICT tools (webinars, teleconferencing and simulations) hardly being used.&#x0D; Conclusion: The need for formal training in relevant ICT skills in specific content areas is very necessary in our environment, more so now with the appearance of the COVID - 19 pandemic on the scene.

Information communication technologies (ICT) have become an effective force for accelerating political, economic, and social development, decreasing poverty, and fostering trade and knowledge; however the uneven distribution, usage, and implementation of ICT resulted in what is known as the “digital divide” between those who have access to and utilization of information resources and those who do not (Internet.com, 2004). The Middle East, with the exception of Israel, is the least ICT connected area worldwide with only 1.4% of the global share (less than half of the world average of 5.2%). ICT adoption and access in the Arab world are far from adequate; only 6% of the Arab world population uses the Internet, while the penetration rate of personal computers is 2.4%, and less than 4 % of the Arab population has access to a ground telephone line (Ajeeb, 2006; NUA, 2005). The trend of globalization forced Arab countries to realize the power of ICT as one of the most important factors in achieving sustainable growth. During the past decade, genuine efforts have been implemented by Arab governments to utilize ICT; as of May 2005, every country in the Arab world (as seen in Table 1)—except Iraq and Libya—has a clear strategy or at least a plan for promoting ICT (Dutta &amp; Coury, 2003). In her book, Technology Strategies for Putting Arab Countries on the Cyber Map, Reem Hunaidi (2002) stated that despite Arab world efforts to utilize ICT, Arabs are still far from bridging the digital divide. Hunaidi stated that the Arab world is still scoring low on the Digital Access Index (as seen in Table 2), adding that bridging the digital divide requires commitment from all development stakeholders, not only Arab governments. The Hunaidi study concluded that development should start within the Arab society through liberating Arab human capabilities, especially those of women questioning how a society can compete in an increasingly globalized world if half of its people remain marginalized (Hunaidi, 2002). The UNDP 2004 report on human development in the Arab world added to Hunaidi’s question stating that the first step in human ICT development is to bridge the gender divide within the Arab world and make use of the latent 50% of the Arab population. The Arab world has the lowest Gender Empowerment Measure (GEM) worldwide next to Sub-Saharan Africa. Nancy Hafkin and Nancy Tagger (2001), in their study “Gender, Information Technology, and Developing Countries”, stated that the degree of gender bias can be vividly seen across the Arab region. Figures indicate that Arab users constitute 4% of Internet users in comparison to 22% of users in Asia, 25% in Europe, 38% in Latin America, and 50% in the United States. Hafkin and Tagger (2001) concluded that several challenges of socio-cultural, political, economic, and education disparities need to be addressed towards advancing Arab women’s active participation in the new networked information society.

Digital determinants of health include key technological factors such as internet access, digital literacy, and the quality of online health information. These elements critically influence health outcomes and behaviors. This study examined the impact of digital health determinants on health improvement across ten Arab countries: Bahrain, Palestine, Lebanon, Jordan, Kuwait, the United Arab Emirates, Saudi Arabia, Egypt, Morocco, and Tunisia. The study analyzed a dataset of 12,522 samples after implementing SMOTE-ENN to balance underrepresented demographics, capturing data on digital literacy, internet access, and the impact of online health information on personal health. Results showed that 93.9% of participants reported having internet access, yet 71.4% did not receive formal education on internet usage. Morocco, Tunisia, and Jordan reported the highest percentages of individuals without such education. Regarding health impacts, 32.9% of participants reported significant personal health improvements linked to digital determinants. Egypt, Lebanon, and Saudi Arabia had higher rates of positive health impacts, while Morocco, Jordan, and Bahrain reported the lowest health improvements. Higher digital literacy and reliable internet access were positively associated with better health outcomes across all countries, whereas specific sociodemographic and digital factors varied: younger age and urban residence were linked to greater benefit in the Gulf; education level and healthcare access were especially influential in North Africa; and in the Levant, digital literacy and use of trusted health sources showed strong impact. These findings show both shared and region-specific drivers of digital health benefits. Improving health outcomes requires diversification: foundational education on internet usage must be combined with broader digital literacy initiatives, efforts to build and maintain trust in credible online health platforms, and strategies that actively foster patient engagement through interactive digital tools. Policies should also ensure reliable internet infrastructure and tailor interventions to regional and sociodemographic contexts to improve overall health outcomes.

Information and communication technologies (ICTs) have become inseparable entities in all aspects of human life. The use of ICT has fundamentally changed the practices and procedures of nearly all forms of endeavour within business, governance and civil service. In education, ICT has begun to have a presence but the impact has not been as extensive as in other fields of endeavour. The moving of the world to digital media and information has made the role of ICT in education to become more important and this importance will continue to grow and develop in the 21st century. Information and communication technology (ICT) is an indispensable part of the contemporary world. Infact, culture and society have to be adjusted to meet the challenges of the knowledge age. Undoubtedly ICT has impacted on the quality and quantity of teaching, learning and research in tertiary educational institutions in Nigeria. The various constraints to ICT utilisation as a change agent for higher education must received prominent attention, for the ICT to continue playing its lofty role as a change agent for Nigerian tertiary institutions. Key words: Information and communication technology (ICT), educational institutions, higher education in Nigeria.

Information communication technologies (ICT) have become an effective force for accelerating political, economic, and social development, decreasing poverty, and fostering trade and knowledge; however the uneven distribution, usage, and implementation of ICT resulted in what is known as the “digital divide” between those who have access to and utilization of information resources and those who do not (Internet.com, 2004). The Middle East, with the exception of Israel, is the least ICT connected area worldwide with only 1.4% of the global share (less than half of the world average of 5.2%). ICT adoption and access in the Arab world are far from adequate; only 6% of the Arab world population uses the Internet, while the penetration rate of personal computers is 2.4%, and less than 4 % of the Arab population has access to a ground telephone line (Ajeeb, 2006; NUA, 2005). The trend of globalization forced Arab countries to realize the power of ICT as one of the most important factors in achieving sustainable growth. During the past decade, genuine efforts have been implemented by Arab governments to utilize ICT; as of May 2005, every country in the Arab world (as seen in Table 1)—except Iraq and Libya—has a clear strategy or at least a plan for promoting ICT (Dutta &amp; Coury, 2003). In her book, Technology Strategies for Putting Arab Countries on the Cyber Map, Reem Hunaidi (2002) stated that despite Arab world efforts to utilize ICT, Arabs are still far from bridging the digital divide. Hunaidi stated that the Arab world is still scoring low on the Digital Access Index (as seen in Table 2), adding that bridging the digital divide requires commitment from all development stakeholders, not only Arab governments. The Hunaidi study concluded that development should start within the Arab society through liberating Arab human capabilities, especially those of women questioning how a society can compete in an increasingly globalized world if half of its people remain marginalized (Hunaidi, 2002). The UNDP 2004 report on human development in the Arab world added to Hunaidi’s question stating that the first step in human ICT development is to bridge the gender divide within the Arab world and make use of the latent 50% of the Arab population. The Arab world has the lowest Gender Empowerment Measure (GEM) worldwide next to Sub-Saharan Africa. Nancy Hafkin and Nancy Tagger (2001), in their study “Gender, Information Technology, and Developing Countries”, stated that the degree of gender bias can be vividly seen across the Arab region. Figures indicate that Arab users constitute 4% of Internet users in comparison to 22% of users in Asia, 25% in Europe, 38% in Latin America, and 50% in the United States. Hafkin and Tagger (2001) concluded that several challenges of socio-cultural, political, economic, and education disparities need to be addressed towards advancing Arab women’s active participation in the new networked information society.