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Effect of Accounting Lecturer Digital Competence on Students’ Learning Experience in Nigerian Universities

Abstract

Digital competence among accounting lecturers has become increasingly important as technology continues to influence teaching, learning, and professional accounting practice. Accounting lecturer digital competence refers to the ability of lecturers to effectively use digital technologies, online platforms, accounting software, electronic learning resources, and digital communication tools for instructional purposes. Students’ learning experience refers to how students perceive and engage with teaching, learning activities, instructional resources, classroom interaction, and academic support. This study therefore examines the effect of accounting lecturer digital competence on students’ learning experience in Nigerian universities, with the aim of determining whether lecturers’ effective use of digital technologies improves students’ learning experience. Accounting lecturer digital competence involves the ability to select, operate, integrate, and appropriately apply digital tools in accounting instruction. Lecturers with adequate digital competence may use learning management systems, presentation software, accounting applications, online assessment tools, digital textbooks, instructional videos, virtual learning platforms, and other technology-based resources to support teaching. Effective use of these technologies can provide different ways of presenting accounting concepts, facilitate access to learning materials, support communication, and create opportunities for interactive and flexible learning. Students’ learning experience refers to their perceptions and experiences of the teaching and learning process, including accessibility of learning resources, classroom interaction, engagement with learning activities, clarity of instruction, ease of accessing academic support, and overall satisfaction with the learning environment. Accounting lecturer digital competence may improve students’ learning experience by enabling lecturers to present accounting concepts through relevant digital resources, provide timely learning materials, facilitate online interaction, and support technology-enhanced learning activities. Effective digital instruction may therefore contribute to a more engaging and accessible learning experience for accounting students. The study will adopt a quantitative research approach using a descriptive survey design. The population will comprise accounting students in selected Nigerian universities, from which an appropriate sample will be selected using a suitable sampling technique. Data will be collected through a structured questionnaire designed to assess accounting lecturers’ digital competence and students’ learning experience. The data collected will be analyzed using descriptive statistics and appropriate inferential statistical techniques to determine the effect of accounting lecturer digital competence on students’ learning experience. The study is expected to establish that accounting lecturer digital competence has a positive effect on students’ learning experience. Students taught by lecturers with stronger digital competence are expected to report better experiences regarding access to learning materials, classroom interaction, engagement with accounting activities, instructional support, and use of digital learning resources. The study may also reveal that differences in lecturers’ ability to integrate technology into accounting instruction can influence how students experience and engage with the learning process. The findings are expected to have implications for teaching and learning in accounting education. Accounting lecturers may need to strengthen their ability to use digital technologies effectively and integrate them appropriately into accounting instruction. Training in learning management systems, digital assessment, online communication, accounting software, multimedia resources, and technology-supported teaching methods may improve lecturers’ capacity to create effective learning experiences. Digital competence should therefore be viewed not only as technical knowledge but also as the ability to apply technology meaningfully to accounting teaching. The study is expected to benefit accounting students, lecturers, universities, educational administrators, curriculum planners, and other stakeholders. Students may benefit from more accessible, interactive, and technology-supported learning experiences, while lecturers may identify areas for improving their digital teaching practices. Universities may use the findings to strengthen digital infrastructure and professional development programmes, while curriculum planners may give greater consideration to digital competence in accounting lecturer development and instructional planning. The study recommends that universities should provide continuous digital competence training and adequate technological resources for accounting lecturers. Lecturers should be encouraged to integrate appropriate digital platforms, accounting applications, online resources, multimedia materials, and electronic assessment tools into their teaching practices. Universities should also provide reliable digital infrastructure and technical support to facilitate effective technology-enhanced accounting instruction. It is concluded that improved accounting lecturer digital competence can enhance students’ learning experience and contribute to more effective and engaging accounting education.

Keywords: Accounting Education, Lecturer Digital Competence, Digital Competence, Students’ Learning Experience, Digital Teaching, Educational Technology, Digital Learning, Accounting Lecturers, Technology Integration, Online Learning, Digital Resources, Learning Management Systems, Accounting Students, Technology-Enhanced Learning, Digital Instruction