Abstract
This study explored the experiences of educators and practitioners with ICT adoption in
LIS departments and academic libraries across federal universities in Southwest
Nigeria. Guided by the Technology Acceptance Model (TAM) and the Diffusion of
Innovations (DoI) theory, the study employed a mixed-methods design combining semistructured
interviews with a structured survey to gather insights on ICT use, challenges,
and institutional support mechanisms. Findings revealed that while both educators and
practitioners demonstrate strong awareness and positive attitudes toward ICT
integration, their effectiveness is constrained by infrastructural inadequacies,
insufficient funding, and limited professional training opportunities. The results further
highlight disparities between institutional policy intentions and actual implementation
outcomes. The discussion situates these findings within broader theoretical and
empirical frameworks, emphasizing that ICT integration in LIS is not solely a
technological endeavor but an institutional and cultural transformation process. The
study concludes with recommendations for enhancing digital infrastructure, curriculum
innovation, continuous professional development, and policy coherence. Overall, the
paper contributes to understanding the realities of ICT-driven transformation in
Nigerian higher education and offers evidence-based pathways for advancing LIS
education and practice in the digital age.
Keywords: Diffusion of Innovations, Information and Communication Technology,
Library and Information Science, LIS educators, LIS practitioners, Technology
acceptance.
Publication Date: 2026-02-05