PROMOTION OF DIGITAL SKILLS IN ECONOMICS TEACHERS IN NIGERIAN SECONDARY SCHOOLS: BENEFITS AND CHALLENGES

Abstract

The increasing integration of digital technologies into education has made digital skills an essential requirement for effective teaching and learning. In Nigerian secondary schools, Economics as a subject requires analytical reasoning, data interpretation, and real-world application, all of which can be enhanced through the use of digital tools. This paper examines the promotion of digital skills among Economics teachers in Nigerian secondary schools, focusing on the benefits, challenges, and implications for teaching effectiveness. Adopting a position paper approach, the study reviews existing literature, educational policies, and practical experiences to present an informed argument on the need for digital competence among Economics teachers. The paper argues that digital skills improve instructional delivery, student engagement, assessment practices, and professional development. However, challenges such as inadequate infrastructure, limited training opportunities, high cost of digital resources, and resistance to change hinder effective implementation. The study concludes that deliberate policy actions and sustained investment are necessary to promote digital skills and improve the quality of Economics education in Nigeria.