Integration of modern technologies into educational world has created a paradigm shift in traditional pedagogies, thereby opening opportunities for both challenges and potentials. This paper critically evaluates how the adoption of modern technologies in learning and teaching has been adopted in Nigerian polytechnics and the impact such adoption has on learning and teaching processes. The study examines how interactions seamlessly hold between leaners and facilitators towards improve academic outcomes in a context characterized by infrastructural constraints and varying levels of technological literacy among facilitators and students. This study used quantitative research design appraoch to investigate the objectives of the study through the collection of data from Nigerian polytechnics. The findings demonstrate that the huge benefits that the modern technologies against traditional pedagogies are real-time collaboration, access to very diversified learning resources, and flexibility in teaching are impaired by challenges resulting from insufficient technical infrastructure, limited digital skills, and natural people's resistance to changes. This research, therefore, puts premium institutional support, continuous professional development, and robust infrastructure at the front in maximizing the potential for technology-enhanced learning. Recommendations are made to policymakers, polytechnics administrators, and educators on how such challenges can be overcome to provide a conducive environment for the effective adoption and sustainability of modern technologies in Nigerian higher education institutions. This study, therefore, adds its voice to the discourse on the adoption of educational technology in developing countries with these findings, which may also serve as pointers for future initiatives that focus on the use of digital innovation toward the improvement of the quality of education.

Abstract
This study was carried out on the integrating emerging technologies in business education curricula in tertiary institutions in Anambra State Nigeria. The main objectives of the study are to examine the effect of integrating emerging technologies in business education curricula and specifically the study analyzed the effect of Artificial Intelligence (AI) on business education curricula in tertiary institutions in Anambra State and also determined the effect of block chain technology on business education curricula in tertiary institutions in Anambra State. Two research questions and two hypotheses guided the study. The population of the study was 4750 which comprises of all the final year students of the two tertiary institutions used for the study. Simple random sampling technique were used by the researcher to select the number of respondents for the study, so, the sample size for the study was 750 students. The findings of the study showed that Artificial intelligence has significance effect on business education curricula in tertiary institutions and similarly Block chain technology has significance effect on business education curricula in tertiary institutions in Anambra State. The study recommends that Institutions of higher learning should integrate the emerging technologies into the business education curricula as it enhance learning so as to upgrade the skill and competences of their students and furthermore, the three arms of the government (Federal, State and Local) should consider funding of business education programme in tertiary institutions a top priority considering the role it plays in National development.

Creating effective learning environments remains a critical challenge in education, particularly in addressing the persistent inequalities in student outcomes. Despite the potential of teacher professional development (PD) programs to enhance classroom instruction and student achievement, traditional one-off PD workshops often yield limited effects. This study aims to evaluate an innovative approach to PD through the ‘High Touch High Tech’ (HTHT) model, combining technology-driven personalized learning with teacher-facilitated, project-based classroom experiences.

The study draws on the Technology Acceptance Model (TAM) to explain the adoption and use of the HTHT approach by teachers and students. TAM posits that perceived ease of use and perceived usefulness are key factors that drive the acceptance and effective integration of technology, and this research explores how these factors influenced teachers’ engagement with digital adaptive learning tools and how students benefited from the personalized learning experience.

Using a clustered randomized controlled trial in Uruguay, we assess the HTHT model’s impact on teacher effectiveness and both cognitive and non-cognitive outcomes. Our study involved 99 schools, 114 teachers, and 2,002 5^th-grade students across treatment and control groups.

Findings show a significant increase (47%) in individualized use of the digital learning platform among students in the HTHT intervention. Students in the treatment group demonstrated improved math performance (0.33 SD, p < 0.001), with gains linked to higher completion rates of episodes in the digital platform. Importantly, students benefitted equally from the HTHT interventions, regardless of their individual student characteristics (initial achievement, gender, father’s education) and school characteristics (school types, school quintile).

This study contributes to the discourse on how technology and innovative teaching practices can improve educational outcomes, highlighting the synergistic value of integrating technology with active learning strategies. The potential of HTHT as a scalable model for improving student outcomes in diverse contexts will be discussed.

Integrating educational technologies and digital literacy into the classroom has become imperative to enhance teaching and learning experiences (Garza-Montemayor et al., 2019). When exploring the relationship between teachers and technology, Prestridge (2017) found that teachers beliefs, lack of confidence, lack of pedagogical and technological competence are key aspects for the use of technologies in the classroom. Further examination of the problem suggests that teacher education programmes provide growing, but limited preparation (Starkey, 2020) and, in cases, inadequate focus on pedagogical applications of digital technology in schools (Heitink et al., 2016).

This research proposal explores the intended pedagogical use of technologies by pre-service teachers enrolled in the ITE programmes of University of Glasgow and current use by in-service primary school teachers within Glasgow Local Authority. This study follows a mixed method, concurrent-parallel design where quantitative and qualitative data will be collected simultaneously and merged to gain a deeper understanding of the phenomenon (Creswell and Plano Clark, 2017). The quantitative study will follow a descriptive-exploratory design based on the application of an online adapted version of the teachers’ digital competence (DigCompEdu) instrument. The qualitative data will be collected in the same instrument via five open-ended questions that aims to collect pre-service and in-service teachers’ perceptions on the pedagogical use of digital technologies in classrooms.

The findings will provide insights and greater understanding of diigtal teaching practices, and aim to contribute to the ongoing discourse around teacher education for a digital world, as well as gaining insight into the current state-of-the-question in Scotland and establish a baseline for further improvements to digital literacy in teacher education and career-long professional development.