Appraising the Provision of ICT Facilities for Academic Librarians’ Training Needs: A Prerequisite for Enhanced Service Delivery in Nigerian Academic Libraries

Abstract

The aim of this study is to appraise the provision of ICT facilities for academic librarians training needs. The study adopted a quantitative research approach using the descriptive survey design. The population comprised 150 academic librarians in 5 federal university libraries in the region. A structured questionnaire was administered to the 150 academic librarians, however, 142 copies, representing 94.7%, returned and were recorded for data analysis. Mean and standard deviation were used to answer the research questions while the formulated null hypothesis was tested using one way analysis of variance (ANOVA) at .05 level of significance. Result of the study revealed that ICT facilities are less provided for academic librarians training needs for enhanced service delivery. There is low extent of provision of ICT facilities for academic librarians training needs for enhanced service delivery. There is a significant difference in the mean response of respondents based on highest educational qualification on the ICT training needs of academic librarians for enhanced service delivery. There is no significant difference in the mean response of respondents from federal universities in Southeast, Nigeria, on the challenges associated with the provision of ICT facilities for academic staff training needs. Limited access to high-speed internet, outdated or insufficient hardware devices, funding constraints, operating systems and shortage of skilled IT personnel among others are the challenges associated with the provision of ICT facilities for academic staff training needs. The author is not aware of any similar investigation on the provision of ICT facilities for academic librarians’ training needs.

Plain Language Summary

Appraising ICT Facilities for Training Academic Librarians: A Key to Better Library Services

This study looks at how well academic libraries provide ICT facilities for training librarians. Training in ICT is essential because it helps librarians offer better services. The study surveyed 150 librarians from five federal universities in Southeast Nigeria to understand what ICT tools are available, how well they meet training needs, and the challenges involved. Findings show that ICT facilities for training are limited, with issues such as poor internet access, outdated equipment, lack of funds, and a shortage of skilled IT personnel. The study also found that librarians’ training needs vary based on their education level, and different universities face similar challenges in providing ICT facilities.

Keywords

library academic librarians service delivery training ICT ICT facilities training needs

Introduction

The astonishing spread of information and communication technologies (ICTs) has a significant impact on practically every aspect of modern life. Its ability to drive innovation and improve service delivery makes it critical for both organizations and individuals. Globally, information and communication technology (ICT) has become a vital tool for socioeconomic, political, and educational reform, as well as sustainable development (Gillpatrick, 2020). Basri et al. (2018) acknowledged that ICTs have become a major source of innovation and efficiency improvement in various industries around the world. In education, in particular, global demands have made ICT the most trustworthy medium for creating, transferring, and utilizing information and skills across borders (Ifijeh et al., 2016). This has surely contributed to the reconfiguration and maintenance of high-quality education at all levels, resulting in tremendous growth in the education industry. Elujekwute (2019) emphasizes the importance of the use of ICT in the educational sector, claiming that through ICT, educational demands have been addressed; it transforms educational needs as well as potential procedures. This could be true because ICT meets students’ and staffs’ information demands by offering access to large information resources.

Recognizing the significance that ICT plays in education and the world at large, nations, and organizations have surrendered to this trend by implementing digital technologies for operations in order to improve service delivery. In Nigeria, the federal government (via the Federal Ministry of Education) launched the Information Communication Policy in Education in 2013, with the most recent edition published in 2019 (Bivese-Djebah, 2021). The goal of this policy is to make education universally accessible, empowering, enriching, and inclusive for all Nigerians. The policy intends to give Nigerian students with a holistic and efficient education through technological applications, as well as teacher training and other technological support to promote education in the country (Federal Ministry of Education, 2019). However, the implementation of this policy is still in its early stages. According to the United Nations Department of Economic and Social Affairs, many developing countries, including Nigeria, are still in the early stages of ICT development (UNDESA, 2018). Literature on the availability and utilization of ICT facilities in Nigerian universities is consistent with the UNDESA report (Obande & Abdulsalami, 2020; Dada et al., 2021; Onyekaba, 2021; Tor et al., 2019). Iqbal and Khan (2017) added that while many librarians demonstrate basic computer literacy and awareness of various ICT applications, there is a notable gap in advanced skills such as programming languages. In south-east where the present study is domicile, the researcher discovered that many university libraries lack enough ICT resources to meet the needs of their students and staff. Despite the adoption of digital libraries by most of the universities in Southeast, the reach and effectiveness of these libraries are often limited by technical issues and the availability of current information.

Many factors are responsible for the current state of ICT facilities in Nigerian universities. In a study on difficulties accessing electronic resources, Okogwu and Mole (2019) revealed some of these factors to include lack of perpetual access, slow internet connectivity, information overload, irregular power supply, loss of access to the content due to cancellation of subscription, non-availability of e-resources relevant to information needs and e-resources are too complicated to use. While factors such as irregular electric power supply (Chiaha et al., 2013), poor maintenance culture (Ezeugwu et al., 2016), poor internet connectivity, and insufficient ICT facilities (Tor et al., 2019), among others, may have contributed greatly, the role of training on the use of ICT facilities cannot be undermined. With so much reliance on digital tools and processes, academic librarians must be willing to unlearn, learn, and relearn in order to be relevant in today’s rapidly changing ICT-driven society (Anene & Oweipere, 2021). Again, continual technological developments and changing workflows in academic work contexts need the adoption of new technology. Hence, training becomes imperative among academic librarians in order to keep pace with the latest trends in information sciences. Despite this, little is known concerning the provision of ICT facilities for academic librarians’ training needs, thus necessitating the present study.

Statement of the Problem

Academic libraries are essential to the teaching, learning, and research activities that take place in educational institutions in the quickly changing information era. The skills and knowledge of academic librarians in particular play a critical role in the efficacy of academic libraries. Information and communication technology (ICT) has emerged as a key instrument in contemporary librarianship, improving the information’s distribution, organization, and accessibility. However, the availability and sufficiency of ICT facilities, together with pertinent training programs, are critical to librarians’ capacity to use ICT for enhanced service delivery. Even though ICT is crucial to library services, many academic institutions struggle to provide their librarians with the necessary ICT resources and training. Librarians in Nigeria are unable to fully realize the promise of ICT due to a variety of factors, including inadequate training programs, outmoded technologies, restricted access to contemporary tools, and inadequate infrastructure. As a result, services are delivered less than optimally, which makes it harder for libraries to satisfy users’ rising demands in an increasingly digital world. Thus, there is a pressing need to appraise the provision of ICT facilities for academic librarians’ training, as it is essential for enhancing their capabilities and improving service delivery in academic libraries.

Research Questions

The study was guided by the following research questions:

What are the ICT facilities provided for academic librarians training needs for enhanced service delivery?

What is the extent of the provision of ICT facilities for academic librarians training needs for enhanced service delivery?

What are the ICT training needs of academic librarians for enhanced service delivery?

What are the challenges associated with the provision of ICT facilities for academic staff training needs?

Hypothesis

Three null hypothesis were formulated and tested at .05 level of significance.

H₁: There is no significant difference in the mean response of respondents based on years of working experience on the extent of the provision of ICT facilities for academic librarians training needs for enhanced service delivery.

H₂: There is no significant difference in the mean response of respondents based on highest educational qualification on the ICT training needs of academic librarians for enhanced service delivery.

H₃: There is no significant difference in the mean response of respondents from federal universities in Southeast, Nigeria, on the challenges associated with the provision of ICT facilities for academic staff training needs.

Theoretical Framework

Technology Acceptance Model

Technology Acceptance Model (TAM) was developed by Davis in 1986. The model was aimed at explaining the behavioral intentions of users to accepting and usage of new technologies and innovation. TAM posits that users’ acceptance and utilization of technology are determined by two key factors: perceived ease of use (PEU) and perceived usefulness (PU). PU is the degree to which an individual believes that utilizing a technology will enhance their performance. It refers to the probability that the usage of a new application will enhance performance. PEU on the other hand is the degree to which individuals believe that using a technological innovation will be effortless. The perceived ease of use refers to users’ ability to engage with the innovation with little or no effort, with the goal of creating value and increasing user happiness. In the context of the study on evaluating the availability of ICT facilities for academic librarians’ training needs, TAM can be used to examine librarians’ perceptions of the utility and convenience of use of the ICT facilities supplied for their training. This data can then be used to identify any hurdles to the adoption of these facilities and devise measures to encourage their successful use.

Conceptual Framework

Figure 1 is a conceptual framework of the study. The framework shows the interconnections and relationships among the major concepts in this study. According to the framework, academic librarians can leverage ICT facilities such as online Learning Management Systems (LMS), Zoom, Google Workspace, and digital cameras, among others, for their training needs. The framework shows that training of academic librarians enhances service delivery, as seen by the arrowhead navigating the conceptual framework from training to service delivery. Furthermore, the further illustrates that factors such as funding, internet speed, and hardware interact with training quality to affect service delivery. Hence, the conceptual framework provides a pictorial representation of the study.

Figure 1.

Conceptual framework of the study.

Literature Review

Training academic librarians is critical to ensuring that libraries continue to meet their institutions’ teaching and research needs. It entails providing academic librarians with the required skills, knowledge, and competences to handle the many duties that come with modern academic libraries. Cobbler and Jiage (2017) argue that librarians’ training and quality are key intangible assets contained in a library’s human capital development efforts. The author advanced that continual training of librarians is an important aspect in stimulating innovation and creativity, as well as ensuring that the library serves as an information hub for its user community. Despite the need for training among academic librarians, there is a gap between their present knowledge and their training needs. To enhance service delivery, academic librarians need training on what they do not already know as a way of addressing the gap in their training needs.

Academic librarians in Nigerian universities need training in certain ICT facilities in order to compete with peers on a worldwide scale. Lyad (2015) defined training needs as a set of changes and developments that are required in a person’s knowledge, abilities, and attitudes. Training needs include regular demands, needs related to workplace difficulties caused by a lack of knowledge, skills, and creativity, and needs aimed at meeting future needs in response to environmental requirements (Omotunde & Ajie, 2017). They are gaps between the current ICT knowledge, skills, and abilities and the desired level required for enhanced service delivery. With the introduction of newer technologies in the library and information fields, suitable ICT facilities may be necessary to meet the needs of modern academic librarians. In light of the foregoing, Sharma (2018) believes that recognizing training needs is an important stage in the process of developing effective training programs.

Specifically, ICT facilities such as e-learning platforms, video conferencing tools, digital resource access, collaboration tools, multimedia equipment, feedback and assessment tools, and simulation software, among others, are becoming increasingly important in the educational sector (Deepika, 2021; Hassan & Mirza, 2020; Namada, 2021). For example, online learning management systems (LMS) can host training modules, webinars, and courses that learners can access whenever they want, providing flexible learning options (Namada, 2021). Video conferencing technologies such as Zoom or Microsoft Teams could enable remote training sessions, allowing academic librarians to attend workshops and seminars regardless of their location. Similarly, collaboration technologies like Google Workspace and Microsoft 365 can help academic librarians collaborate on projects, share resources, and communicate more effectively, building a culture of teamwork and continuous learning. Furthermore, having access to projectors, smartboards, and audiovisual equipment may make presentations and training sessions more interesting and participatory. Academic libraries can use these ICT facilities to establish a comprehensive training environment that matches the different needs of academic librarians, thereby improving their abilities and overall service delivery.

Previous research has demonstrated the impact of training and training needs on librarians’ service delivery. Daniels et al. (2023) revealed that librarians had web applications skills, library networking skills, cloud technology skills, and there is a significant relationship between web application skills, library networking skills and cloud technology skill, and effective library services delivery. By implication, ICT skills such as web application, library networking and cloud technology skills enhanced librarians’ service delivery. Anene and Oweipere’s (2021) research found that digital literacy improve efficiency in the provision of information materials, competency in the use of new technologies into library operations, and competency in information distribution and retrieval. This clearly shows that ICT training is a prerequisite for enhanced service delivery. Akintola (2021) discovered, among other things, that ICT skills (r = .39) and ICT use (r = .58) had strong positive correlations with service delivery. In another study, ICT capacity building was found to have a significant impact on librarians’ ability to deliver services to users (Annune et al., 2023). Furthermore, ICT skills possession has a positive and strong relationship with the job performance of librarians in federal university libraries in South-West Nigeria (Adamu et al., 2021). While previous studies demonstrated the impact of training on librarians’ service delivery, little is known about the provision of ICT facilities for academic staff training. Ocheje (2022) found that staff had a variety of training needs; that training opportunities available for them were very limited, and that staff based their utilization on availability rather than needs. This is a clear indication of the gap in ICT training needs of academic librarians.

Previous research also demonstrate that the provision of ICT facilities for academic librarians training needs is met with a lot of constraints in developing countries. Tor et al. (2019), who found that poor internet connectivity and inadequate ICT tools posed a major challenge to engaging ICTs in web-based learning. Incessant power failure is another major challenge academics face in the use of ICTs (Nwokedi & Nwokedi, 2018). Other challenges are inadequate assistance from staff, epileptic power supply, and irregular internet connectivity, among others (Osuchukwu et al., 2017). Igwebuike and Agbo (2017) further indicates inadequate funding, software problems, management problems, unstable power supply, inadequate number of staff, and high cost of maintenance of ICT facilities as the factors that affect effective application of ICTs in special library operation.

Materials and Method

The study adopted a quantitative research approach using the descriptive survey design. A descriptive survey is used when a group of people or items are studied by collecting and analyzing data from a few people considered a representative sample of the entire population (Nworgu, 2015). It is particularly useful for studying characteristics of groups, and reporting means and proportions for target populations (Feldmann, 2014). The design is considered appropriate because the study sought to collect data from a sample of academic librarians in Southeast while making decisions on the provision of ICT facilities for the training needs of the entire academic librarians in the university. The population comprised 150 academic librarians in 5 federal university libraries in the region. The population includes 54 academic librarians in University of Nigeria Nsukka, 19 academic librarians in Nnamdi Azikiwe University Awka, 46 in federal University of technology Owerri, 24 in Michael Okpara University of Agriculture Umudike, and 6 in Dr Alex Ekwueme federal University Ndufu Alike.

The entire population was used for the study. The convenience sampling technique guided the administration of the instrument to the participants. Convenience sampling is a category of the non-probability sampling technique that allows researchers to select mainly members of the population that can be conveniently reached during data collection (Etikan et al., 2016). It comprises picking the nearest persons to act as responders and repeating the process until the desired sample size is reached among those who are available and accessible at the time (Cohen et al., 2018). This allows the researcher to select academic librarians in South East, Nigeria, who were readily available and willing to participate in the study.

A researcher made structured questionnaire was used for data collection. The questionnaire comprised two sections, sections A and B. Section A sought demographic information of residents such as gender, educational qualification, name of university, rank, and years of working experience. Section B consists of 56 items spread across four clusters with 15, 15, 14, and 12 items for clusters I, II, III, and IV, respectively. Cluster I was designed with response options of Yes and No to identify the ICT facilities provided for academic librarians training needs; cluster IL is design using a four-point rating scale of very high extent (VHE), high extent (HE), low extent (LE), and very low extent (VLE) to sought information on the extent of the provision of ICT facilities for academic librarians training needs; cluster III is design using a four-point rating scale of strongly agree (SA), agree (A), Disagree (D), and Strongly Disagree (SD) to sought information on the ICT training needs of academic librarians; and cluster IV is also design using a four-point rating scale of strongly agree (SA), agree (A), Disagree (D), and Strongly Disagree (SD) to sought information on the challenges associated with the provision of ICT facilities.

Face validation of the instrument was done by three experts, one each from Science Education, Computer Science, and Library and Information Science specialties at the University of Nigeria, Nsukka. The validates examined each of the items in terms of unclear statements, wrongly conceived ideas, missing information, and other observed errors. The suggestions made by experts were used to modify the final version of the questionnaire. A trial test was carried out on a similar sample of 20 academic librarians in university libraries in Benue State who shared similar characteristics such as educational qualification, rank, and years of working experience with the sample of the study in order to determine the reliability of the questionnaire. The coefficient of internal consistency reliability indices of .74, .80, and .77 were obtained for clusters I, II, and III, respectively using Cronbach alpha, while the overall reliability of the questionnaire was .76. The reliability indices are high and are in line with Kılıç (2016) who supported that the reliability of psychometric tests is commonly assessed using Cronbach’s alpha coefficient, with a value of .70 or higher generally considered acceptable. Afterward, a total of 150 copies of the questionnaire were distributed across the 5 federal universities in Southeast, for data collection. However, 142 copies, representing 94.7%, returned and were recorded for data analysis.

Data Analysis

Data gathered were analyzed using the Statistical Package for Social Sciences (SPSS) version 26. Frequency, percentages, mean, and standard deviation were used to answer the research questions while the formulated null hypotheses were tested using one-way analysis of variance (ANOVA) at the .05 level of significance. The mean and standard deviation allowed the researcher to establish the overall trend in the data, indicating whether academic librarians commonly agree or disagree with specific statements. ANOVA on the other hand, is a statistical test that compares the means of three or more groups. In this study, the comparison was based on librarians’ characteristics such as name of university, qualification and years of working experience. Real limits of numbers were used to make decisions for research questions 2, 3, and 4 with 3.50 to 4.00 for VHE/SA, 2.50 to 3.49 for HE/A, 1.50 to 2.49 for LE/D, and .5 to 1.49 for VLE/SD. Hypotheses were considered significant if p < .05 and not significant if p > .05.

Results

This section presents the result of the data collected and analyzed in line with the research questions that guided the study.

Research Question One

What are the ICT facilities provided for academic librarians training needs for enhanced service delivery?

Result in Table 1 shows that ICT facilities such as Online learning management systems (LMS; 80.3%), Zoom (100.0%), Digital Resource Access (50.7%), Projectors (100.0%), and Internal university e-learning systems (63.4%) are provided for academic librarians training needs for enhanced service delivery. On the other hand, ICT facilities such as high speed internet for online research utilized (53.5%), DSpace or EPrints (54.2%), Smartboards (52.8%), Google Workspace (61.3%), OverDrive (66.2%), Simulation Software (86.6%), Microsoft Teams (85.9%), Adobe Premiere (88.7%), Zotero (90.1), and Digital Cameras (76.8%) are the least provided facilities for academic librarians training needs for enhanced service delivery.

Table 1.

Frequency and Percentages of ICT Facilities Provided for Academic Librarians Training Needs.

S/N	Item statements	Yes		No
S/N	Item statements	Freq.	%	Freq.	%
1	Online learning management systems (LMS)	114	80.3	28	19.7
2	Zoom	142	100.0	0	0.0
3	High speed internet for online research	66	46.5	76	53.5
4	DSpace or EPrints	65	45.8	77	54.2
5	Smartboards	67	47.2	75	52.8
6	Digital resource access	72	50.7	70	49.3
7	Projectors	142	100.0	0	0.0
8	Google workspace	55	38.7	87	61.3
9	OverDrive	48	33.8	94	66.2
10	Simulation software	19	13.4	123	86.6
11	Microsoft teams	20	14.1	122	85.9
12	Adobe premiere	16	11.3	126	88.7
13	Zotero	14	9.9	128	90.1
14	Internal university e-learning systems	90	63.4	52	36.6
15	Digital cameras	33	23.2	109	76.8

Research Question Two

What is the extent of the provision of ICT facilities for academic librarians training needs for enhanced service delivery?

Result presented in Table 2 shows that items 2, 7, and 15 have mean ratings ranging from 2.50 to 3.49 set as benchmark for high extent. This implies that there is high extent of provision of ICT facilities such as zoom ( $\bar{x} = 3.01$ , SD = .80), projector ( $\bar{x} = 2.99$ , SD = .96), and internal university e-learning systems ( $\bar{x} = 2.62$ , SD = .77). On the other hand, the result shows that items 1, 3 to 6, and 8 to 14 have mean ratings ranging from 1.50 to 2.49 set as benchmark for low extent. This implies that there is low extent of provision of ICT facilities such as online learning management systems (LMS; $\bar{x} = 1.70$ , SD = .57), disinfected equipment ( $\bar{x} = 2.19$ , SD = .64), high speed internet for online research ( $\bar{x} = 1.92$ , SD = .67), DSpace or EPrints ( $\bar{x} = 2.29$ , SD = .61), and Smartboards ( $\bar{x} = 1.96$ , SD = .62) among others. From the result, zoom ( $\bar{x} = 3.01$ , SD = .80) is the highest among the ICT facilities provided, while Adobe Premiere ( $\bar{x} = 1.67$ , SD = .53) is the least. Overall the result shows that there is low extent of provision of ICT facilities for academic librarians training needs for enhanced service delivery.

Table 2.

Mean and Standard Deviation of Respondents on the Extent of the Provision of ICT Facilities for Academic Librarians Training Needs.

S/N	Item statement	$\bar{x}$	SD	Dec
1	Online learning management systems (LMS)	1.70	.57	LE
2	Zoom	3.01	.80	HE
3	High speed internet for online research	1.92	.67	LE
4	DSpace or EPrints	2.29	.61	LE
5	Smartboards	1.96	.62	LE
6	Digital resource access	2.21	.66	LE
7	Projectors	2.99	.96	HE
8	Google workspace	2.38	.63	LE
9	OverDrive	2.01	.79	LE
10	Simulation software	1.81	.50	LE
11	Microsoft teams	1.75	.64	LE
12	Adobe premiere	1.67	.53	LE
13	Zotero	2.03	.65	LE
14	Internal university e-learning systems	1.94	.67	LE
15	Digital cameras	2.62	.77	HE
	Cluster mean	2.25	.17	LE

Notes: N = number of respondents; $\bar{x}$ = mean; SD = standard deviation; HE = high extent; LE = low extent; Dec = decision.

Table 3 shows an f-ratio of .998 with the significant value of .411. Since the significant value is greater than .05 set as level of significance, it means that the null hypothesis is not rejected. Inference drawn is that, there no significant difference in the mean response of respondents based on years of working experience on the extent of the provision of ICT facilities for academic librarians training needs for enhanced service delivery. This implies that years of working experience is not a significant factor in determining the extent of the provision of ICT facilities for academic librarians training needs for enhanced service delivery.

Table 3.

ANOVA of the Difference in the Mean Response of Respondents Based on Years of Working Experience on the Extent of the Provision of ICT Facilities for Academic Librarians Training Needs.

Source of variation	Sum of squares	df	Mean square	F	Sig.	Decision
Between groups	.078	4	.020	.998	.411	NS
Within groups	2.684	137	.020
Total	2.763	141

Research Question Three

What are the ICT training needs of academic librarians for enhanced service delivery?

Result presented in Table 4 shows that items 1 to 7, and 9 to 14 have mean ratings ranging from 3.50 to 4.00 set as benchmark for strongly agree. This implies that respondents strongly agreed that training on searching, retrieving, and managing e-resources ( $\bar{x} = 3.50$ , SD = .50), training on digital literacy ( $\bar{x} = 3.54$ , SD = .50), and operating systems ( $\bar{x} = 3.68$ , SD = .47) among others are the major ICT training needs of academic librarians for enhanced service delivery. On the other hand, result shows that item 8 has a mean rating ranging from 2.50 to 3.49 set as benchmark for agree. This implies that respondents agreed that designing library spaces and services that meet the needs of diverse users ( $\bar{x} = 3.49$ , SD = .50) is an ICT training need of academic librarians for enhanced service delivery. From the result, operating system ( $\bar{x} = 3.68$ , SD = .47) is the highest among the ICT training needs of academic librarians for enhanced service delivery, follow by troubleshooting technical issues related to LMS ( $\bar{x} = 3.67$ , SD = .47). Overall the result shows that there are ICT training needs of academic librarians for enhanced service delivery.

H₂: There is no significant difference in the mean response of respondents based on highest educational qualification on the ICT training needs of academic librarians for enhanced service delivery.

Table 4.

Mean and Standard Deviation of Respondents on the ICT Training Needs of Academic Librarians for Enhanced Service Delivery.

S/N	Item statement	$\bar{x}$	SD	Dec
1	Training on searching, retrieving, and managing e-resources	3.50	.50	A
2	Training on digital literacy	3.54	.50	A
3	Operating systems	3.68	.47	A
4	Troubleshooting technical issues related to LMS	3.67	.47	A
5	Managing integrated library system (ILS)	3.65	.48	A
6	Effective communication and problem-solving techniques	3.65	.48	A
7	Training in library leadership, strategic planning, and policy development	3.65	.48	A
8	Designing library spaces and services that meet the needs of diverse users	3.49	.50	A
9	Protecting user data and securing digital resources	3.54	.50	A
10	Exploring trends like artificial intelligence (AI), machine learning, and big data in libraries	3.64	.48	A
11	Training on creating digital learning materials and tutorials	3.63	.49	A
12	Familiarity with cloud services	3.60	.49	A
13	Training on how to use citations, and academic writing tools like EndNote and Zotero	3.60	.49	A
14	Research methodological training	3.63	.49	A
	Cluster mean	3.61	.14	A

Notes. N = number of respondents; $\bar{x}$ = mean; SD = standard deviation; A = agree; Dec = decision.

Table 5 shows an f-ratio of 63.51 with the significant value of .00. Since the significant value is less than .05 set as level of significance, it means that the null hypothesis is rejected. Inference drawn is that, there is a significant difference in the mean response of respondents based on highest educational qualification on the ICT training needs of academic librarians for enhanced service delivery. This implies that highest educational qualification is a significant factor in determining the ICT training needs of academic librarians for enhanced service delivery. To test for the direction of the difference, see Table 6.

Table 5.

ANOVA of the Difference in the Mean Response of Respondents Based on Highest Educational Qualification on the ICT Training Needs of Academic Librarians.

Source of variation	Sum of squares	df	Mean square	F	Sig.	Decision
Between groups	1.319	2	.66	63.512	.00	S
Within groups	1.443	139	.01
Total	2.763	141

Table 6.

Post Hoc Test of the Comparison Between the Mean.

(I) HQualification	(J) HQualification	Mean difference (I − J)	SE	Sig.	Dec.
BSc/BLS	Masters	.15546*	.02224	.000	S
BSc/BLS	PhD	.28478*	.02527	.000	S
Masters	BSc/BLS	−.15546*	.02224	.000	S
Masters	PhD	.12932*	.02043	.000	S
PhD	BSc/BLS	−.28478*	.02527	.000	S
PhD	Masters	−.12932*	.02043	.000	S

Notes. S = significant; NS = not significant.

In your table indicates statistical significance.

The result in Table 6 shows that there is a significant difference among the mean response of academic librarians with BSc/BLS, Master’s and PhD. Therefore, the direction of the difference in hypothesis one is between the mean response of academic librarians with BSc/BLS, Master’s and PhD when compare with each other, with those with BSc/BLS having the highest mean training needs.

Research Question Four

What are the challenges associated with the provision of ICT facilities for academic staff training needs?

Result presented in Table 7 shows that items 1, 3, and 10 have mean ratings ranging from 3.50 to 4.00 set as benchmark for strongly agree. This implies that respondents strongly agreed that limited access to high-speed internet ( $\bar{x} = 3.51$ , SD = .56), funding constraints ( $\bar{x} = 3.58$ , SD = .51), and lack of institutional support ( $\bar{x} = 3.53$ , SD = .58) are the major challenges associated with the provision of ICT facilities for academic staff training needs. On the other hand, result shows that items 2, 4 to 9, and 11 to 12 have mean ratings ranging from 2.50 to 3.49 set as benchmark for agree. This implies that respondents agreed that outdated or insufficient hardware devices ( $\bar{x} = 3.44$ , SD = .55), shortage of skilled IT personnel ( $\bar{x} = 3.35$ , SD = .65), and resistance to technology adoption ( $\bar{x} = 3.41$ , SD = .56) among others are also challenges associated with the provision of ICT facilities for academic staff training needs. From the result, funding constraints ( $\bar{x} = 3.58$ , SD = .51) is the highest challenge, follow by lack of institutional support ( $\bar{x} = 3.53$ , SD = .58). Overall the result shows that there are there are challenges associated with the provision of ICT facilities for academic staff training needs.

Table 7.

Mean and Standard Deviation of Respondents on the Challenges Associated with the Provision of ICT Facilities for Academic Staff Training Needs.

S/N	Item statement	$\bar{x}$	SD	Dec
1	Limited access to high-speed internet	3.51	.56	A
2	Outdated or insufficient hardware devices	3.44	.55	A
3	Funding constraints	3.58	.51	A
4	Shortage of skilled IT personnel	3.35	.65	A
5	Resistance to technology adoption	3.41	.56	A
6	Insufficient time for training due to librarian’s workload	3.42	.61	A
7	Lack of tailored training programs	3.15	.70	A
8	Cyber-security risks	3.34	.61	A
9	Slow response to technical issues	3.45	.61	A
10	Lack of institutional support	3.53	.58	A
11	Lack of a strategic ICT plan	3.32	.72	A
12	Difficulty integrating ICT with traditional teaching methods	3.18	.72	A
	Cluster mean	3.39	.20	A

Notes. N = number of respondents; $\bar{x}$ = mean; SD = standard deviation; A = agree; Dec = decision.

Table 8 shows an f-ratio of 2.089 with the significant value of .086. Since the significant value is greater than .05 set as level of significance, it means that the null hypothesis is not rejected. Inference drawn is that, there is no significant difference in the mean response of respondents from federal universities in Southeast, Nigeria, on the challenges associated with the provision of ICT facilities for academic staff training needs. This implies that the challenges associated with the provision of ICT facilities for academic staff training needs do not differ among the federal universities in Southeast.

Table 8.

ANOVA of the Difference in the Mean Response of Respondents from Federal Universities in Southeast, Nigeria, on the Challenges Associated with the Provision of ICT Facilities for Academic Staff Training Needs.

Source of variation	Sum of squares	df	Mean square	F	Sig.	Decision
Between groups	.313	4	.078	2.089	.086	NS
Within groups	5.126	137	.037
Total	5.438	141

Discussion

The study appraised the provision of ICT facilities for academic librarians’ training needs. Findings of the study revealed that ICT facilities are less provided for academic librarians training needs for enhanced service delivery. Apart from common ICT facilities such as Online learning management systems (LMS), zoom, digital resource access, projectors, and internal university e-learning systems respondents reported that ICT facilities are less provided for their training needs. The finding may be insightful because substantial gaps remain in the provision of ICT facilities in developing countries such as Nigeria. Despite seeing notable progress over the past 2 decades (Abdulkareem & Ishola, 2016), the state of ICT facilities in Nigerian universities is caught up with innovations. The use of DSpace or EPrints, Smartboards, and Google Workspace among other, are innovations in the world of ICT that Nigerian universities are struggling to keep pace with. Hence, there could be less provision of such facilities for librarians’ training needs, as revealed by the present study.

The finding is consistent with Igwebuike and Agbo (2017), who revealed that a number of ICT facilities are not functional, which ranges from library software, Machine Readable Catalogue (MARC), Online Public Access Catalogue (OPAC), and internet facilities to network facilities. This is a clear indication of less provision of ICT facilities, as revealed by the present study. The finding is also in agreement with Osuchukwu et al. (2017), who bemoan the unavailability of some ICT facilities at Madona University. Even when ICT facilities appear to be available, the checklist includes common ICT facilities like computers, printers, scanners, machines, photocopiers, CD-ROMs, and Internet connectivity, among others (Ezekwe, 2019). Similarly, Abubakar and Saka (2021) showed the availability of photocopiers, computers, CD-ROMs, printers, diskettes, local area networks, online public access catalogs, and Internet facilities in university libraries. Hence, in line with previous findings, the present study adds to empirical evidence that ICT facilities are less provided for academic librarians training needs for enhanced service delivery.

The finding also revealed that there is low extent of provision of ICT facilities for academic librarians training needs for enhanced service delivery. However, respondents indicated that zoom, projector, and internal university e-learning systems were provided to a high extent for librarians’ training needs. Further analysis from the test of hypothesis one revealed that there no significant difference in the mean response of respondents based on years of working experience on the extent of the provision of ICT facilities for academic librarians training needs for enhanced service delivery. This shows that respondents’ years of working experience is not a determinant of their perception on the extent of provision of ICT facilities for academic librarians training needs for enhanced service delivery. Ifijeh (2013) who revealed that libraries applied ICT facilities such as computers, internet and databases in carrying out reference services. However, the level of ICT involvement in reference services was average. This demonstrate low extent of provision of ICT facilities for academic librarians training needs. Asimah and Osman (2021) noted that there is more to be done on the use of ICT skills to deliver excellent customer service online. This also demonstrate low extent of ICT facilities as revealed by the present study.

Academic librarians require ICT facilities to address their training needs. In line with this, the study revealed that there are ICT training needs of academic librarians for enhanced service delivery. Specifically, respondents agreed that training on searching, retrieving, and managing e-resources, training on digital literacy, and operating systems, among others, are the ICT training needs of academic librarians for enhanced service delivery. By implication, academic librarians need training on the aforementioned areas for enhanced service delivery. Further analysis from the test of hypothesis two revealed that there is a significant difference in the mean response of respondents based on highest educational qualification on the ICT training needs of academic librarians for enhanced service delivery. The mean response of academic librarians with BSc/BLS, Master’s and PhD differ significantly when compare with each other, with academic librarians with BSc/BLS having the highest mean training needs. The finding may be plausible because for productivity and enhanced service delivery, academic librarians need to be trained on searching, retrieving, and managing e-resources, training on digital literacy, and operating systems, among other areas. The finding lends support from Anene and Oweipere (2021), who posit that ICT literacy improves efficiency in the provision of information materials, competency in the use of new technologies in library operations, and competency in information distribution and retrieval.

The finding is consistent with Nwokedi and Nwokedi (2018), who revealed, among other things, that the academics need training in Internet and online activities like browsing for materials for project writing, teaching, and learning. This shows that academics need training in the use of ICT facilities, as revealed by the present study. This aligns with Martzoukou’s (2021) elucidation that as academic libraries move forward, they have a renewed mission to help learners in the online space to become both information rich and digitally competent. Academic librarians are the possible connecting link to achieve the foregoing. Previous studies demonstrate the importance of training as a prerequisite for enhanced service delivery. Akintola (2021) discovered, among other things, that ICT skills and ICT use had strong positive correlations with service delivery. In another study, ICT capacity building was found to have a significant impact on librarians’ ability to deliver services to users (Annune et al., 2023). Furthermore, ICT skills possession has a positive and strong relationship with the job performance of librarians in federal university libraries in south-west Nigeria (Adamu et al., 2021). By implication, academic librarians require the provision of ICT facilities for their training needs. This is important as training is a prerequisite for enhanced service delivery. Hence, in line with previous findings, the present study adds to empirical evidence that training on searching, retrieving, and managing e-resources, training on digital literacy, and operating systems, among others, are the ICT training needs of academic librarians for enhanced service delivery.

The provision of ICT facilities for academic librarians training needs is met with a lot of constraints in developing countries. In line with this, the study revealed that there are challenges associated with the provision of ICT facilities for academic staff training needs. Specifically, respondents agreed that limited access to high-speed internet, outdated or insufficient hardware devices, funding constraints, operating systems, and shortages of skilled IT personnel, among others, are the challenges associated with the provision of ICT facilities for academic staff training needs. Further analysis from the test of hypothesis three revealed that there is no significant difference in the mean response of respondents from federal universities in Southeast, Nigeria, on the challenges associated with the provision of ICT facilities for academic staff training needs. This indicates that these challenges are common among all the federal universities in Southeast. The finding is credible because challenges stemming from a variety of factors related to infrastructure, financial constraints, policies, and human resources are bound to impede the provision of ICT facilities in developing countries.

The finding lends support from Tor et al. (2019), who found that poor internet connectivity and inadequate ICT tools posed a major challenge to engaging ICTs in web-based learning. Incessant power failure is another major challenge academics face in the use of ICTs (Nwokedi & Nwokedi, 2018). Other challenges are inadequate assistance from staff, epileptic power supply, and irregular internet connectivity, among others (Osuchukwu et al., 2017). The finding is also consistent with Igwebuike and Agbo (2017), who indicated inadequate funding, software problems, management problems, unstable power supply, inadequate number of staff, and high cost of maintenance of ICT facilities as the factors that affect effective application of ICTs in special library operation. By implication, there are challenges associated with the provision of ICT facilities, as revealed by the present study. Addressing these challenges requires a coordinated approach, including strategic investment in infrastructure, enhancing digital literacy, providing continuous support, and fostering a culture of embracing technological innovation. Hence, in line with previous findings, the present study adds to empirical evidence that limited access to high-speed internet, outdated or insufficient hardware devices, funding constraints, operating systems, and shortages of skilled IT personnel, among others, are the challenges associated with the provision of ICT facilities for academic staff training needs.

Conclusion and Recommendation

Academic librarians are essential to the management of massive amount of both digital and physical information in the digital age. ICT resources must be made available for their training if they are to guarantee that they can satisfy the needs of contemporary library users. Based on the study’s findings, the researcher concludes that universities in the Southeast lack ICT resources to meet the training needs of academic librarians. Limited access to high-speed internet, outdated or insufficient hardware devices, funding constraints, operating systems and shortage of skilled IT personnel among others are challenges that impede the provision of ICT facilities for academic staff training needs. To this end, the following recommendations were made:

Academic libraries should collaborate with ICT professionals, educational technology companies, and professional organizations to provide cutting-edge training and support to librarians. Collaborations with outside organizations can assist in obtaining grants or donations for ICT resources, as well as offering access to specialized skills that can benefit librarians.

Academic libraries should establish dedicated ICT support teams to assist librarians in troubleshooting issues, staying up to date on technical advances, and making the best use of existing ICT facilities. This will establish a supportive environment in which librarians may build confidence in using ICT resources.

Practical Implications

Findings of this study have direct implications for university management, academic libraries, and librarians, among other stakeholders. The findings can guide university management in designing targeted ICT training programs to enhance librarians’ service delivery. Through the findings, academic libraries will be equipped with contemporary ICT facilities to meet academic librarians training needs. Well-trained academic librarians on their part could have access to ICT facilities and better support teaching and learning.

Limitations

The study was limited in the following areas:

The reliance on structured questionnaires for data collection provided limited depth of information regarding the provision of ICT facilities for academic librarians training needs. Respondents could not capture the complexity of academic librarians’ perception on the provision of ICT facilities for academic librarians training needs. This may have affected the reliability of the data collected. Future studies in this regard should consider integrating qualitative and quantitative measures.

The study targeted academic librarians who may be optimistic about the provision of ICT facilities for their training needs. This could create a bias in their responses on the research instrument. Future studies in this regard should target a broad population there by eliciting diverse perspectives on the provision of ICT facilities for academic librarians training needs.

Footnotes

Acknowledgements

The authors acknowledges postgraduate students of library and information science, University of Nigeria Nsukka, Nnamdi Azikiwe University Awka, Federal University of Technology Owerri, Michael Okpara University of Agriculture Umudike, and Dr Alex Ekwueme Federal University Ndufu Alike.

ORCID iD

Chibuzor Livina Dim

Ethical Considerations

This study was conducted in accordance with the Declaration of Helsinki. Approval was granted on April 12th, 2024. The Institutional Review Board (IRB) at University of Nigeria, Nsukka acted as the central IRB, whose review was accepted by all participating institutions’ IRBs- NHREC/05/01/2008B-FWA00002458-1RB00002424. The central IRB determined that this research involved minimal risk and approved a waiver for informed consent.

Funding

The authors received no financial support for the research, authorship, and/or publication of this article.

Declaration of Conflicting Interests

The authors declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Data Availability Statement

The data used in this study are not publicly available but can be obtained from the corresponding author upon reasonable request.

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