EXPLORING DIGITAL TECHNOLOGY’S IMPACT ON EPISTEMOLOGICAL ACCESS FOR UNDERPRIVILEGED STUDENTS AT IVY LEAGUE UNIVERSITIES IN NIGERIA: A CASE STUDY OF THE UNIVERSITY OF NIGERIA, NSUKKA (UNN)

Abstract

This study explored the experiences of underprivileged students on the use of digital technologies for epistemological access at Ivy League Universities in Nigeria. Two research questions were raised and answered, these are: What are the transformational changes that occur when underprivileged students interact with digital technologies at University of Nigeria, Nsukka? and What are the structural conditions constraining underprivileged students from gaining epistemological access at University of Nigeria, Nsukka? Archer Morphogenetic Theory was used as theoretical framework and a Case Study research design was employed. Qualitative Data was collected using structured interview. A sample of 10 participants were used for the study. Thematic analysis was used for data analysis. The findings from the study indicated that the transformational changes that occur when underprivileged students interact with digital technologies includes personalized learning, global collaboration and connectivity, holistic learning and skills development, and inclusivity and global education. The study also found that the structural barriers that constrained underprivileged students from gaining epistemological access are; barriers to technology adoption and integration, digital inequality and infrastructural challenges, and equitable education. Findings interpreted using the Archer Morphogenetic Theory revealed one of the concepts (cultural/structural interactions) are in conformity with the study findings, while (cultural/structural conditioning, and cultural/structural elaboration) concepts are not in line with the study findings. The study concluded that the transformative potentials and structural barriers of digital technologies in promoting equitable access to education and preparing students for success in a rapidly changing world is necessary. The study recommended that University of Nigeria, Nsukka should integrate digital learning platform, enhance usability through user-centric design, implement transformative educational strategies and training, and address structural conditions for students to gain epistemological access.