Abstract

Digital literacy, the ability to obtain, understand, evaluate, create, and share knowledge in technology-enhanced environments, has become critical in education in the twenty-first century. Ongoing developments in digital technologies affect how people live, work, learn, and engage. Workplace skills are evolving rapidly, and higher education graduates require attributes that make them fit for current purposes and become adaptable to evolving contexts. To attain these attributes, higher education institution (HEI) teachers’ digital skill sets need to meet and keep up with the realities of their engagement. This article investigated the digital literacy levels of higher education teachers across disciplinary areas in selected institutions in Nigeria. As the first step in a larger study focused on building a blended learning model for graduate employability, it enlisted technology interested participants. It aimed to provide insights into their experiences, viewpoints, and instructional methods of using digital technologies. The study adopted a mixed-method approach of surveys, interviews, and focus group discussions. Findings indicate that HEI teachers mostly have basic digital proficiency but believe they are at an advanced level and lack requisite competencies for preparing graduates with attributes for the workplace; they assume proficiency in integrating technology in their curriculum but are not. The hardware and software technologies are either lacking or grossly inadequate in the institutions. Teachers were self-taught and procured the digital hardware and software they use independently, and institutional leaders admit that governments have roles in providing the technology backbone, including training.