Journal of Advances in Education and Philosophy (JAEP)
Volume-10 | Issue-02 | 25-33
Original Research Article
Education and Digital Inclusion in Sub-Saharan Africa: Evidence from Nigeria in Bridging Regional Inequalities
Deborah Ngozi Umah, Phina Chinelo Ezeagwu, Charles Ifeanyi Anumaka, Adesegun Nurudeen Osijirin
Published : Feb. 25, 2026
Abstract
Digital transformation has become a defining feature of twenty-first century economic and social development. Access to digital infrastructure, digital skills, and technology-enabled learning environments increasingly determines participation in labour markets, innovation systems, and civic life. Despite global advances in connectivity, Sub-Saharan Africa continues to experience some of the widest digital inequalities worldwide. Within the region, disparities in educational infrastructure, teacher digital competence, and socio-economic conditions shape uneven patterns of digital inclusion. This study investigates the educational determinants of digital inclusion in Nigeria, situating the analysis within broader Sub-Saharan African digital trends. Using a quantitative research design, data were collected from a Cochran-determined sample of 384 respondents across three geopolitical regions through a multistage sampling procedure. Descriptive statistics, one-way ANOVA, multiple regression analysis, and mediation modelling were employed to examine regional disparities and the predictive role of educational variables. Findings reveal statistically significant regional differences in digital inclusion, with the South-West recording the highest digital inclusion scores and the Northern region the lowest. Teacher digital competence emerged as the strongest predictor of digital inclusion, followed by ICT resource availability and device ownership. Mediation analysis confirmed that teacher competence significantly mediates the relationship between regional location and digital inclusion. Socio-economic status was not a statistically significant predictor once educational variables were included in the model. The study concludes that bridging regional digital inequalities requires sustained investment in teacher professional development, school ICT infrastructure, reliable electricity, and digital curriculum integration. Policy interventions must prioritise human capital development and regionally targeted digital equity strategies to promote inclusive digital transformation across Nigeria and Sub-Saharan Africa.