Abstract
This study examined the acceptance of digital personalized learning methods in primary schools in Katsina State, Nigeria, using the Technology Acceptance Model (TAM) as a theoretical framework. The research investigated stakeholders’ awareness, attitudes, infrastructural readiness, and contextual factors influencing adoption. A mixed-methods design was employed, integrating quantitative data from 100 teachers and 50 school administrators with qualitative insights from semi-structured interviews analysed using thematic analysis. Quantitative findings revealed a high level of perceived usefulness (Mean = 4.18) and behavioural intention to adopt digital personalized learning (Mean = 4.00), indicating strong acceptance among stakeholders. However, perceived ease of use was moderate (Mean = 3.84), suggesting concerns related to technical competence and usability. Qualitative findings corroborated these results, identifying financial constraints, limited teacher training, unstable internet connectivity, irregular power supply, and weak policy frameworks as key barriers to effective implementation. Despite these challenges, participants expressed optimism regarding the sustainability of digital personalized learning if adequate infrastructure, capacity building, and institutional support are provided. The study concludes that while acceptance of digital personalized learning in Katsina State is high at the perceptual level, contextual and systemic limitations constrain full integration. The findings underscore the need for sustained investment in teacher professional development, infrastructural improvement, and policy implementation to translate positive attitudes into effective classroom practice.
Keywords: Digital personalized learning,
Technology acceptance model, Primary education
DOI: 10.36349/sojolics.2026.v02i02.048
author/Umar, S. A., Ibrahim, S., & Muhammad, S.
journal/Sokoto JOLICS 2(2) | August 2026 |
