ETHICAL IMPLICATIONS OF USING EDUCATIONAL TECHNOLOGY FOR SOCIOECONOMIC AND POLITICAL RECONSTRUCTION IN NIGERIA
Keywords:
educational technology, socio-economic, political reconstruction, ethical implicationAbstract
Nigeria is Africa's most populous country with abundant natural and human resources, including abundant oil reserves. Despite this potential, the country is confronted with significant socioeconomic and political challenges, including extreme poverty, corruption, ethnic and religious conflicts, and weak institutions. To address these challenges, scholars and policymakers have shown a consistent interest in political and socioeconomic reconstruction. The purpose of this study is to examine the ethical implications of the experiences and perspectives of individuals involved in the use of educational technology for socioeconomic and political reconstruction in Nigeria. Data were collected from a purposive sample of twelve stakeholders, consisting of policymakers, educators, and students, through semi-structured interviews. Thematic analysis was used to identify patterns and themes in the data. Findings showed that equal access to educational technology, diversity and inclusivity, data security, and responsible digital citizenship are major ethical issues that must be addressed to develop a competitive workforce and improve socioeconomic and political inequalities. Innovative solutions to prioritize access to educational technology, promote diversity and inclusivity, use of technology to address existing inequalities, and promote social justice were some of the recommendations made.
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