DIGITAL TEACHING STRATEGIES AND ENTREPRENEURIAL COMPETENCE AMONG BUSINESS EDUCATION UNDERGRADUATES IN KWARA STATE UNIVERSITIES

Abstract

This study examined digital teaching strategies and entrepreneurial competence among Business Education undergraduates in Kwara State Universities. A descriptive survey design of correlational type was adopted, and a sample of 321 students was drawn from three universities using purposive and simple random sampling techniques. Data were collected using a structured questionnaire validated by experts, with a reliability coefficient of 0.80. Findings revealed that lecturers adopted digital teaching strategies to a moderate extent, particularly in using presentation software, blended learning, and training on digital pedagogy. The study also showed that students possessed a moderate level of entrepreneurial competence, exhibiting strengths in communication, teamwork, and leadership but weaknesses in innovation and financial management. However, the relationship between lecturers’ digital teaching strategies and students’ entrepreneurial competence was found to be statistically insignificant. It was concluded that although digital strategies are integrated into teaching, they have yet to significantly impact the entrepreneurial competence of students. The study recommends enhanced digital training for lecturers, experiential learning, and greater institutional support to foster entrepreneurship-oriented digital pedagogy.