Assessment of the Effect of National Digital Learning Policy on Universal Basic Education, Benue State

Abstract

This study assessed the effect of the National Digital Learning Policy on Universal Basic Education in Benue State, focusing on implementation effectiveness and infrastructure impact. Using the Technology Acceptance Model as its theoretical foundation, the research examines how users' perceived usefulness and ease of use of digital learning tools influence policy implementation effectiveness in basic education schools. The research employed a descriptive survey design, sampling 379 teachers and administrators from public Universal Basic Education schools across Benue State's three senatorial zones. Data was collected using a structured questionnaire and analyzed using descriptive statistics. The findings revealed that policy communication and administrative monitoring showed positive outcomes. The research recommends establishing comprehensive teacher training programs and increasing investment in digital learning infrastructure, with particular attention to equitable distribution between urban and rural areas. These findings contribute to the understanding of digital learning policy implementation challenges in developing educational contexts and provide practical recommendations for policy improvement.