DIGITAL DIVIDE IN THE PROVISION OF ETHICAL AND VALUE EDUCATION REENGINEERING FOR SUSTAINABLE NATIONAL DEVELOPMENT: PERSPECTIVE OF KADUNA CENTRAL SENATORIAL DISTRICT, KADUNA STATE

Abstract

 This study investigates the impact of the digital divide on the provision of ethical and value education in Kaduna Central Senatorial District, Nigeria, aiming to propose strategies for sustainable national development. The research addresses three key questions: the level of digital access for ethical education, challenges hindering digital inclusion, and strategies to bridge the digital divide. A mixedmethods design was adopted, involving a population of educators, policymakers, students, and community leaders, with a sample size of 400 respondents determined through Cochran’s formula. Data was collected using structured questionnaires and semi-structured interviews, complemented by secondary sources. Statistical analysis included descriptive statistics and chi-square tests to evaluate relationships between digital access and educational outcomes. The findings revealed significant relationships: H₀ was rejected with a chi-square statistic of 48.71 (p = 2.97 × 10⁻¹²) for digital access and education delivery; 27.36 (p = 1.69 × 10⁻⁷) for digital inclusion challenges; and 47.73 (p = 4.89 × 10⁻¹²) for bridging the digital divide's impact on education. The study concludes that addressing the digital divide is crucial for enhancing ethical and value education, thereby promoting sustainable national development. Recommendations include implementing policies for equitable digital access, providing affordable internet and devices, and integrating ICT in education, particularly in underserved areas. A multi-stakeholder approach involving government, private sector, and civil society is essential to effectively bridge the digital divide and improve educational outcomes.

Digital Divide, Ethical Education, Value Education, Sustainable National Development,