Remote Learning Infrastructure and Curriculum Continuity in the Period of Emergencies Among Education Stakeholders in Kaduna State

Abstract

This study examined remote learning infrastructure and curriculum continuity in the period of emergencies among Education stakeholders in Kaduna state, Nigeria. The research adopted correlational design with a population comprising education stakeholders including teachers, school administrators, ICT coordinators, and education officials across the state. A sample size of 400 participants was determined using Research Advisory (2006) sample size determination table through stratified random sampling and simple random sampling techniques. Data were collected using structured questionnaires titled “Remote Learning Infrastructure and Curriculum Continuity Questionnaire" (RLICCQ) and analyzed using pearson correlation and regression analysis. Results of this study revealed that insecurity significantly disrupted curriculum completion (M = 3.76, SD = 0.84), reduced instructional time by approximately 35% (M = 3.82, SD = 0.78), and negatively impacted students' academic performance (M = 3.69, SD = 0.91). All three null hypotheses were rejected at p < 0.05 significance level. The study concluded that persistent insecurity and consequent school closures have severely undermined educational delivery in Kaduna state. Recommendations include substantial investment in digital infrastructure, comprehensive teacher training programmes, development of context-appropriate digital content, and establishment of robust emergency education policies to ensure learning continuity during crises.