Secondary School Teachers’ Knowledge and Utilisation of Agro-Digital Technologies for Perceived Agripreneurship Competency Development in Odogbolu Local Government Area, Ogun State, Nigeria

Abstract

This study assessed secondary school agricultural science teachers’ knowledge and utilisation of agro-digital technologies, and teachers’ perceived extent to which such technologies foster agripreneurship competencies among students in Odogbolu Local Government Area (LGA), Ogun State, Nigeria. Anchored on the Technological Pedagogical Content Knowledge (TPACK) framework and the Technology Acceptance Model (TAM), the study adopted a descriptive survey design with correlational elements. A proportionate stratified random sample of agricultural science teachers was drawn across public secondary schools in the LGA; 172 copies of a validated instrument, the Agro-Digital Technologies Knowledge, Utilisation, and Agripreneurship Competencies Questionnaire (ADTKUACQ), were administered, of which 150 were valid for analysis (87.2% response rate). Descriptive statistics and independent samples t-test, Pearson correlation, and one-way ANOVA were used for analysis. Findings revealed generally low knowledge (grand mean = 2.13) and very low utilisation (grand mean = 1.84) of agro-digital technologies among teachers, with correspondingly low perceived development of agripreneurship competencies among students (grand mean = 2.16). Infrastructural deficits, particularly unreliable electricity and poor internet connectivity, alongside inadequate training, emerged as the most severe barriers (grand mean = 3.17). Teachers strongly endorsed systemic interventions, especially in-service training and ICT infrastructure provision (grand mean = 3.45). No statistically significant differences were found across gender, teaching experience, or educational qualification, indicating that the observed deficits are systemic rather than demographic in nature. The study recommends coordinated investment in rural school infrastructure, curriculum reform, and sustained teacher professional development to strengthen agro-digital integration and youth agripreneurship outcomes.