Abstract
This study explores how library collection development is implemented and its effect on
teacher training in Colleges of Education in Southwest Nigeria. The quantitative
research design was adopted, and samples consisted of 300 participants (librarians and
lecturers). A structured questionnaire was used to gather data and it was validated by
experts to make sure that the content is relevant. The results indicated that there were
gaps in fundamental practice: formal collection policies (M=2.19) and regular
maintenance (M=2.63) were mostly poor. The descriptive analysis revealed that print
materials are marginally sufficient (M=3.11), whereas electronic databases (M=2.13)
and multimedia tools (M=2.02) are of absolutely insufficient quality. Major impediments
were identified as systemic challenges based mainly on insufficient funding (M=4.05)
and bad internet connectivity (M=3.91). These have a direct negative impact on the
teacher training quality, especially in facilitating advanced research (M=3.02). The
study summarizes in promotion of the formalization of collection policies as early as
possible, investing more in the ICT infrastructure and digital tools and staff capacity
building.
Keywords: Library collection development, teacher education, Colleges of Education,
Southwest Nigeria, digital resources, pedagogical innovation.
Publication Date: 2026-02-05