Digital Competence as a Predictor of Utilisation of Virtual Learning System Among Library and Information Science Lecturers in Offa, Kwara State

Abstract

The increasing use of virtual learning platforms enhances education by enabling flexible communication and access to resources in tertiary institutions, but challenges in technology adoption, especially in developing countries like Nigeria, hinder effective teaching and learning. This study examines digital competence as a predictor of the utilisation of virtual learning systems among Library and Information Science (LIS) lecturers in Offa, Kwara state. The study adopts a survey design with a population of 42 lecturers from the Lens Polytechnic, Graceland Polytechnic and Federal Polytechnic, Offa. Due to the small size of the population, total enumeration was adopted as the sample size. Questionnaire was used as the instrument for data collection and all the data collected were analysed using descriptive and inferential statistics. The study reveals that only a few used dedicated VLS tools such as Zoom, google classroom, etc. The results also indicate that while LIS lecturers generally demonstrate basic digital skills, VLS usage remains infrequent due to institutional limitations and a lack of formalised adoption. Furthermore, findings suggest a need for enhanced digital competence to bridge gaps in remote education delivery. Targeted training for lecturers, curriculum updates to reflect digital learning needs, and policies to support consistent VLS use were recommended, enhancing digital skills that is essential for effective and standardised e-learning in Nigerian higher education institutions. Keywords: Digital competence, Learning system, Virtual Learning System, Library and Information Science Lecturers