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2023 | 23 | 97-117

Article title

Integrating Internet of Things (IoT) into Library and Information Science (LIS) School's Curriculum in Selected Universities in Nigeria


Title variants

Włączenie Internetu rzeczy (Internet of Things – IoT) do curriculum w nauczaniu Bibliotekoznastwa i Informacji Naukowej w wybranych Uniwersytetach w Nigerii
Die Integration des Internet of Things (IoT) in das Lehrprogramm für Bibliotheks- und Informationswissenschaft an ausgewählten Universitäten in Nigeria

Languages of publication



This study examined incorporating the Internet of Things (IoT) into the LIS curriculum in selected LIS schools in Southwest Nigeria. The study population comprised final students from the LIS degree program in South-west Nigeria's library and information science department. A total enumeration of respondents was used for the research. Data generated were analysed using descriptive statistics. Findings revealed that the significant technology-related courses in the curriculum of LIS are basic computer operations, web publishing, document management and computer in libraries. Undergraduates positively perceived LIS curriculum preparedness for the Internet of Things (IoT). The major problems affecting the full implementation of technology-based related courses of the LIS curriculum in selected LIS schools are a shortage of funds, lack of infrastructure, unreliable power supply, inadequate learning resources and library support. The paper recommended that the Nigerian government come forward through her agents to provide financial help to integrate the Internet of Things (IoT) into LIS schools and develop essential infrastructures that will enhance the hands-on experience for the students.
W badaniu tym zbadano włączenie Internetu rzeczy (IoT) do programu nauczania LIS w wybranych szkołach bibliotekarstwa i technologii informacyjnych w południowo-zachodniej Nigerii. Populacja badana składała się ze studentów ostatniego roku z programu bibliotekarstwa i technologii informacyjnych w Departamencie Bibliotek i Informacji Naukowej w południowo-zachodniej Nigerii. Do badania wykorzystano całkowite wyliczenie respondentów. Wygenerowane dane analizowano za pomocą statystyk opisowych. Wyniki ujawniły, że znaczące kursy związane z technologią w programie nauczania bibliotekarstwa i technologii informacyjnych to podstawowe operacje komputerowe, publikowanie w Internecie, zarządzanie dokumentami i komputer w bibliotekach. Studenci pozytywnie postrzegali przygotowanie programu nauczania bibliotekarstwa i technologii informacyjnych do Internetu rzeczy (IoT). Główne problemy wpływające na pełne wdrożenie opartych na technologii kursów programu nauczania bibliotekarstwa i technologii informacyjnych w wybranych szkołach bibliotekarstwa i technologii informacyjnych to brak funduszy, brak infrastruktury, zawodne zasilanie, niewystarczające zasoby edukacyjne i wsparcie biblioteczne. W dokumencie zalecono interwencję nigeryjskiego rządu w celu zapewnienia pomocy finansowej w celu zintegrowania Internetu rzeczy (IoT) ze szkołami bibliotekarstwa i technologii informacyjnych i opracowania niezbędnej infrastruktury, która zwiększy praktyczne doświadczenie uczniów.
In dieser Studie wurde die Integration des Internets der Dinge (Internet of Things – IoT) in den Lehrplan für Bibliotheks- und Informationswissenschaft (BIN) an ausgewählten BIN-Schulen im Südwesten Nigerias untersucht. Die Befragtengruppe umfasste Absolventen des letzten Studienjahres im Fach BIN an den Instituten für Bibliotheks- und Informationswissenschaft im Südwesten Nigerias. Die Gesamtzahl der Befragten wurde in die Untersuchung einbezogen. Die generierten Daten wurden mithilfe deskriptiver Statistiken analysiert. Die Ergebnisse zeigten, dass wichtige technologiebezogene Kurse im Lehrplan für BIN grundlegende Computernutzung, Online-Publishing, Dokumentenmanagement und Computeranwendungen in Bibliotheken umfassten. Die Studierenden bewerteten die Vorbereitung des BIN-Lehrplans auf das Internet der Dinge positiv. Die Hauptprobleme, die die vollständige Umsetzung der technologiebezogenen Kurse im Lehrplan für BIN an den ausgewählten BIN-Schulen beeinflussen, sind finanzielle Engpässe, fehlende Infrastruktur, unzuverlässige Stromversorgung, unzureichende Lehrmittel und bibliothekarische Unterstützung. In dem Artikel wurde empfohlen, dass die Regierung Nigerias eingreifen sollte, um finanzielle Unterstützung für die Integration des Internets der Dinge an BIN-Schulen bereitzustellen und die notwendige Infrastruktur zu entwickeln, um die praktischen Erfahrungen der Schüler zu verbessern.






Physical description


  • Tai Solarin University of Education, Ijebu Ode, Ogun State, Nigeria
  • University of Lagos, Akoka, Lagos, Nigeria


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