Abstract

This study investigates disparities in educational media access and usage among teacher educators in urban and rural Nigerian institutions, employing a mixed-methods design to address systemic inequities in the digital divide. With Nigeria’s internet penetration at 43% nationally—70% in urban areas versus 20% in rural regions—the research highlights how infrastructural gaps, affordability barriers, and uneven digital literacy training perpetuate regional divide. Data from 420 survey respondents and 18 qualitative participants revealed stark contrasts: urban institutions report 4.20/5.00 broadband access versus 1.80/5.00 in rural settings, while 65% of rural educators lack basic digital skills. Applying van Dijk’s (2017) digital divide theory and Fraser’s (2005) equity framework, the study identifies systemic challenges, including inadequate funding, gender disparities, and outdated policies. Qualitative insights emphasize rural educators’ reliance on low-bandwidth tools like WhatsApp due to connectivity constraints. The research underscores the urgency of context-specific interventions to align with UNESCO’s SDG 4 targets. Novelty lies in its urban-rural comparative analysis and integration of socio-technical frameworks to link infrastructure gaps to pedagogical outcomes. Recommendations prioritize infrastructure investment, subsidized devices, and peer-learning networks to ensure equitable digital integration in teacher training.

Keywords: Digital divide, educational media, teacher educators, Nigeria, urban-rural disparities, digital literacy, ICT policy