UNDERGRADUATES’ UTILIZATION OF DIGITAL RESOURCES AND EFFECT ON ICT SKILL ACQUSITION AMONG IN OFFA POLYTECHNIC

1.1 Background to the Study Within Nigeria’s evolving educational landscape, the imperative of tertiary education is sharply accentuated by the demand for digital fluency. As UNESCO (2022) aptly posits, higher education not only catalyzes economic growth but also reinforces global competitiveness and sustainable societal transformation. In this context, the capacity of tertiary institutions to cultivate adaptable, technologically competent graduates has become a critical metric of their relevance in the 21st-century knowledge economy. Within Nigeria’s evolving educational landscape, the imperative of tertiary education is sharply accentuated by the demand for digital fluency. The Federal Republic of Nigeria (FRN, 2020), through its National Policy on Education, identifies the advancement of intellectual and practical competencies as a foundational goal of higher education. However, while cognitive development remains a core emphasis, recent discourse among educational stakeholders has stressed the integration of information and communication technology (ICT) into pedagogical frameworks. The Nigerian University Commission (NUC), as Okojie (2021) underscores, has advocated for a decisive shift towards embedding ICT competencies in institutional curricula, noting that this transition is no longer optional but central to institutional competitiveness and graduate relevance. ICT skill acquisition, in scholarly terms, encompasses a constellation of abilities—ranging from foundational digital literacy to specialized capacities such as data management, coding, virtual collaboration, and cloud-based computing. Ajayi and Adebayo (2022) describe it as the proficiency to apply digital tools for information acquisition, processing, and problem resolution. More than a technical skillset, Eze et al. (2023) argue, ICT literacy functions as a socio-economic enabler, enhancing employability, nurturing entrepreneurial capacity, and fostering civic participation within the digital economy. As such, ICT skill acquisition must be seen not merely as an academic outcome, but as a prerequisite for national integration into the Fourth Industrial Revolution. In this ecosystem, Digital resources have emerged as pivotal infrastructures for knowledge dissemination and capacity development. Defined by Aina (2020) as digitally accessible materials—ranging from online journals and e-books to databases and educational software—these resources constitute the backbone of digital pedagogy. Platforms such as JSTOR, ScienceDirect, and ResearchGate enable scholarly access to cutting-edge research, while local institutional repositories foster indigenous knowledge preservation. According to Babatunde and Yusuf (2021), these tools, when actively integrated into academic engagement, elevate both the depth and breadth of student learning, promoting independent inquiry and reflective thought. However, the potential of Digital resources is contingent upon their utilization. While access is increasingly being addressed through infrastructure and policy, actual student interaction with these resources remains uneven. As Oloruntoba and Ezeanya (2022) note, digital access does not automatically translate to digital competence. There remains a pedagogical gap in transforming access into analytical engagement, particularly in public universities where usage is often passive or limited to superficial browsing rather than skill-deepening interaction. In this light, the need to interrogate the direct impact of Digital resources on ICT skill acquisition becomes urgent. The findings are expected to provide actionable insights for institutional policy, curriculum reform, and resource deployment strategies aimed at enhancing digital literacy and 21st-century competencies. 1.2 Statement of the Problem Despite significant investments in digital infrastructure and increasing availability of Digital resources in Nigerian universities, a substantial proportion of undergraduates still demonstrate low levels of ICT skill proficiency. Studies by Nwachukwu and Ige (2021) and Ekanem et al. (2023) highlight that many students in public universities, including OFFA POLY, lack practical ICT competencies required for academic research, data analysis, and digital communication. This shortfall is often attributed to the underutilization of electronic learning resources and insufficient digital literacy training embedded in academic programs. While prior studies have explored the impact of Digital resources on student outcomes such as academic performance, research productivity, and information retrieval behavior (Adelakun & Salami, 2021), there is a noticeable gap in empirical assessments linking the use of these resources to ICT skill acquisition specifically. In the context of Offa Polytechnic, where digital learning resources are theoretically available but practically underexplored, the implication is that students may graduate without essential skills to thrive in the technology-driven labour market. This has broader repercussions for employability, innovation, and national development. Against this backdrop, this study seeks to bridge the existing knowledge gap by investigating the relationship between the use of Digital resources and the development of ICT skills among undergraduates in OFFA POLY. 1.3 Objectives of the Study The study aims to evaluate the impact of Digital resources on ICT skill acquisition among Ungraduated in Offa Polytechnic. Specifically, the study seeks to: i. To examine the availability and accessibility of Digital resources among undergraduates in Offa Polytechnic. ii. To investigate the level of ICT skill acquisition among undergraduates using Digital resources. iii. To analyze the relationship between frequency of electronic resource usage and ICT competence. iv. To assess the institutional strategies in place to support ICT skill acquisition through Digital resources. 1.4 Research Questions i. What Digital resources are available and accessible to undergraduates at Offa Polytechnic? ii. To what extent have undergraduates developed ICT skills through the use of these Digital resources? iii. Is there a significant relationship between the frequency of using Digital resources and the level of ICT skills acquired? iv. What institutional mechanisms support the development of ICT skills through electronic resource usage? 1.5 Research Hypotheses H₀₁: There is no significant relationship between the frequency of electronic resource usage and the level of ICT skill acquisition among undergraduates. H₀₂: Institutional support strategies do not significantly influence ICT skill acquisition through Digital resources. 1.6 Significance of the Study This study contributes to the academic discourse by providing empirical evidence on how Digital resources influence ICT skills, enriching the scholarly understanding of digital pedagogy in Nigerian universities. By anchoring the analysis in current realities, the findings can inform curriculum redesign and resource optimization. For educational administrators and ICT policy implementers in technological faculties, the study offers insight into how to align digital infrastructure with pedagogical strategies that promote active skill acquisition. It can also aid in evaluating the digital readiness of students preparing for 21st-century careers. From a broader societal perspective, this research addresses Nigeria's digital divide and offers recommendations for enhancing youth employability and innovation. By focusing on Offa Polytechnic, the study situates its analysis in a key urban academic context with national implications for educational planning and human capital development. 1.7 Scope of the Study This study is delimited to Offa Polytechnic and focuses specifically on the undergraduate population. The primary variables under investigation include Digital resources (e.g., digital libraries, e-journals, e-books) and ICT skill acquisition (e.g., data analysis, digital collaboration, and information retrieval proficiency). The study will not encompass postgraduate students, teaching staff, or other universities. It aims to evaluate the frequency and effectiveness of electronic resource usage, as well as the role of institutional support structures, within a defined academic population in an urban Nigerian setting. 1.8 Operational Definition of Terms Digital resources: Digitally accessible academic materials such as e-books, e-journals, databases, and online repositories used for learning and research. ICT Skill acquisition: The acquisition of abilities related to the effective use of information and communication technologies for academic and professional purposes. Undergraduates: Students enrolled in a first-degree program at Offa Polytechnic during the period of the study. Resource Usage Frequency: The rate at which students engage with and utilize electronic academic materials for their educational development.