DIGITAL SKILLS AND ECONOMICS TEACHER PREPARATION FOR THE GLOBAL ECONOMY: A STUDY OF FEDERAL UNIVERSITY OF EDUCATION, KONTAGORA

Abstract

The growing digitalization of education and economic activity has increased the need for economics teachers who can combine sound subject knowledge with effective use of digital technologies. This study examined the role of digital skills in preparing economics teachers for participation in the global economy, with particular reference to the Federal University of Education, Kontagora, Niger State. The study addressed the continuing challenge of inadequate digital infrastructure, uneven professional development, and limited access to current digital resources, and differences in teachers' technological competence. A descriptive survey case-study approach was used. The quantitative component drew on responses from 120 respondents at the institution, while the literature component situated the findings within current scholarship and international policy frameworks. Data were summarized using mean scores and standard deviations, with 2.50 adopted as the decision criterion. The findings showed that respondents possessed adequate computer and information literacy skills (grand mean = 3.56), perceived digital skills as improving teaching effectiveness (grand mean = 3.61), and strongly associated digital skills with preparation for the global economy (grand mean = 3.68). The study concludes that digital competence should be treated as an integral part of economics teacher preparation rather than as an optional technical skill. It recommends sustained digital professional development, improved institutional connectivity and infrastructure, integration of digital pedagogy into economics teacher education, and responsible use of emerging technologies