Digital literacy skills of lecturers as a correlate of Generation Z students online learning academic achievement in Nigeria universities

Abstract

Abstract This study examines the impact of instructors' digital literacy on the academic performance of Generation Z students in Nigerian universities through online learning. The study uses a correlational survey research approach and gathers data from 215 undergraduate students and 185 lecturers at five Nigerian universities using structured questionnaires and an achievement test. The results show that the online learning academic achievement of Generation Z students in Nigerian universities is significantly correlated with the digital literacy skills of lecturers (β=0.685; P<0.003), and the levels of digital literacy skills of lecturers are significantly correlated with the academic achievement of Generation Z students in Nigerian universities (β=0.673; P<0.001). In other words, an increase in the dependent variable is correlated with an increase in the predictive variable. Therefore, Nigerian universities should invest in a robust digital infrastructure with up-to-date hardware, software, and reliable internet access in addition to integrating digital literacy into their courses to guarantee academic success.