EMBRACING TECHNOLOGY IN BUSINESS AND ENTREPRENEURSHIP CURRICULUM DEVELOPMENT: PREPARING NIGERIAN UNDERGRADUATE UNIVERSITY STUDENTS FOR THE DIGITAL AGE

Abstract

This study investigated the integration of technology into business and entrepreneurship curriculum development, with a focus on preparing Nigerian undergraduate university students for the digital age. A descriptive survey research design was adopted, and the study was conducted in two universities in South-East Nigeria—Ebonyi State University, Abakaliki, and Enugu State University of Science and Technology, Enugu. The population comprised 302 respondents drawn from business education lecturers and undergraduate students, while a sample of 144 participants was selected using proportionate stratified random sampling. Data were collected using a structured questionnaire titled Embracing Technology in Business and Entrepreneurship Curriculum Development Preparedness of Nigerian Undergraduates Questionnaire (ETBECDPNQ), which was validated by two experts in the department of business education, university of Calabar and yielded a reliability coefficient of 0.86 through Cronbach’s Alpha. Data were analyzed using mean and standard deviation to answer the research questions, while regression analysis was employed to test the hypotheses at a 0.05 level of significance. The findings revealed that digital technologies are moderately integrated into the business and entrepreneurship curriculum of Nigerian universities. Technology-enhanced learning strategies were found to positively influence students’ preparedness for the digital economy, though the impact was moderate, particularly in areas of creativity, problem-solving, and innovation skills. The study further identified key challenges hindering technology adoption, including inadequate ICT infrastructure, unstable electricity supply, limited internet connectivity, high cost of digital devices, weak institutional policies, and insufficient training of lecturers and students. The study concluded that while Nigerian universities are making commendable strides in adopting digital technologies for entrepreneurship education, infrastructural, pedagogical, and policy-related gaps remain significant. It was recommended that universities strengthen ICT infrastructure, enhance lecturer training, improve digital literacy among students, and implement stronger policy frameworks supported by government and private-sector partnerships to ensure effective integration of technology into entrepreneurship curricula.