AFRICAN JOURNAL OF THEORY AND PRACTICE OF EDUCATIONAL RESEARCH (AJTPER) Y ISSN: 2630-6565 VOL. 9, JUNE 20A21 R 1. Basil C.E.Oguguo; Prediction of Senior Secondary School Students’ OcheniA. Christopher; Mathematics Performance by Family R Cliff I. Okebanama; Background Variables B 1-11 Godwin C. Asanga; Peter Okpe; I Stephen T. Olawumi; L & Christiana, U. Onah 2. Funmilola Elizabeth Akinyooye Perception of Influence of DigNital Technology on Occupational HealtDh SafAety Training among Academic Staffin Nigerian Universities 12-24 3. Ihechu, KelechiJ. P., Effect of InquiAry Role and Cooperative Learning Agbaegbu, C. N., Instructional Strategies on Senior Secondary School & Ndubuka Chibuzor Imelda Agric uIltuBral Science Students' Academic 25-364. Idika, Delight O. InFfluence of Institutional Variables on Research Skills of Academic Staffin Universities in Akwa Ibom and OCross River States, Nigeria 37-485. Abijo,J.A. Y Environmental and personality factors as correlates of students' achievement in Yoruba language essay writing in Oyo State. 49-60 6. Otemuyiwa, B TSridgeIt Idowu Assessment ofthe Use of Internet Search Engines among & Kanu Judith A. (PhD) Academic Research Officers ofNERDC in Abuja 61-68 7. Foluso AgRnes Arowojolu Parental Perception and Involvement in Virtual & DeEborah Adepeju Oyegoke Teaching and Learning of Private Primary School V Pupils during Corona Virus Disease (COVID-19)I Era in South-Western, Nigeria 69-81N8. J unaid, Ik mat Olanrewaju Institutional Readiness Factors and the Adoption of Remote Learning Platforms among University U Stakeholders inNigeria during COVID-19 Pandemic 82-94 9. Babatunde Ayoola Fajimi Remote Work and Employees' Well-being in Service Sector in West Africa 95-108 10. Abiola Adiat Omokhabi Promoting Digital Technologies in Nigeria's Social Work Practice 109-124 11. U.C.OSU Digital Technologies in Community Development Practice, Prospects and Challenges 125-137 A frican Journal o f Theory and Practice o f Educational Research (AJTPER) Copyright © Educational Assessment and Research Network in Africa Y (EARNiA) R © Copyright 2021 RA Volume 9, June, 2021 IB Address: L Faculty of Education: University of Yaounde 1 N Yaounde Cameroon AD A IB OF TY I ER S IV UN African Journal o f Theory and Practice o f Educational Research (AJTPER) XI TABLE OF CONTENTS 1. Prediction of Senior Secondary School Students’ Mathematics Performance by Family Background Variables Basil C. E. Oguguo; Ocheni A. Christopher; Cliff 1. Okebanama; Godwin C. Asanga; Peter Okpe; Stephen T. Olawumi; & Christiana, U. Onah...l-l 1Y 2. Perception of Influence of Digital Technology on Occupational Health R Safety Training among Academic Staff in Nigerian Universities Funmilola Elizabeth Akinyooye.........................................................................A....12- 24 . Effect of Inquiry Role and Cooperative Learning Instructional Strategies R on Senior Secondary School Agricultural Science Students’ Academic Achievement and Retention In Imo State IB Ihechu, Kelechi J. P., Agbaegbu, C. N., & Ndubuka Chibuz oLr Imelda.............. 25-36 4. Influence of Institutional Variables on Research Skills of Academic Staff in Universities in Akwa Ibom and Cross River StatesN, Nigeria Idika, Delight O........................................................A.............................................. 37-48 5. Environmental and personality factors as correlaDtes of students’ achievement in Yoruba language essay writing in Oyo State. Abijo, J. A...........................................B........A............................................................ 49-606. Assessment of the Use of Internet Search Engines among Academic Research Officers of NER DIC in Abuja Otemuyiwa, Bridget ldowu &F Kanu Judith A. (PhD).......................................... 61-68 7. Parental Perception and InOvolvement in Virtual Teaching and Learningof Private Primary School Pupils during Corona Virus Disease (COVID-19) Era in South-Western, Nigeria Foluso Agnes ATrowYojolu & Deborah Adepeju Oyegoke........................................69-818. InstitutionSal RIeadiness Factors and the Adoption of Remote LearningPlatforms among University Stakeholders in Nigeria during COVID-19 Pandemic JunaRid, Ikmat Olanrewaju...................................................................................... 82-949. ERemote Work and Employees’ Well-being in Service Sector in West AfricaVBabatunde Ayoola Fajimi......................................................................................95-108I 10. Promoting Digital Technologies In Nigeria's Social Work PracticeN Abiola Adiat Omokhabi.................................................................................109-124U 11. Digital Technologies In Community Development Practice,Prospects and Challenges U. C. OSU............................................................... 125-137 U J 12 PERCEPTION OF INFLUENCE OF DIGITAL TECHNOLOGY ON OCCUPATIONAL HEALTH SAFETY TRAINING AMONG ACADEMIC STAFF IN NIGERIAN UNIVERSITIES Funmilola Elizabeth Akinyooye Ph.D. Department of Adult Education, University of Ibadan Y ojofunmiloa@gmail.com R +2348030499636 A Abstract R Academic are busy to participate in physical OHS training because o f many eInBgagements with their students, administrative work and community service. As a result, they hardly find time to give proper attention to germane issues as their safety and hLealth. This then calls for the use o f digital technology to organise OHS training as it is expected to help these busy group o f people incorporate the training alongside their busy schedule. The study examined the perceived influence o f digital technoloAgy oNn occupational health safety training among academic staff in Nigerian universities. Five specific objectives with corresponding research questions were achieved anDd answered. Descriptive survey research design was employed and convenience sAampling technique through on-line questionnaire was used to obtain information from the targeted respondents. One hundred well filled on-line surveys were anaIlyBsed with the aid o f descriptive statistics. The empirical findings indicated that the r espondents expressed adequate knowledge about the occupation health hazard aFssociated with their profession but had low exposure to the application o f digital technology such as 3D visualization and Virtual Reality (VR). The study revealed tOhat the digital technology influenced Occupational Health and Safety (OHS) training, but the academic staff encountered hindrances with the use o f digital technologyY tra ining for OHS training. It is concluded that digital technology played a vital role towards OHS training and there is a need for regular capacity programmes uIsinTg digital technology tools which aimed at helping management to address OHS needs o f academic staff. Keywords: DRigitaSl technology, Occupational Health and Safety, Safety Training, EUniversity Academic Staff, Nigerian UniversitiesIntro AcadIdVuctionemic staff are workers in Colleges of Education, Polytechnics and Universities Nwhose primary responsibility is to teach, carry out research and engage in community service. They are important in the economic development of any nation because they Uform the bedrock of production for human capital resources. The efficiency of a nation’s workforce depends to a great extent on how the academic staff deliver their services. They are relevant to individuals and the nation as a whole. Solutions to challenging situations are expected to emanate from researches carried out by these workers. Funmilola Elizabeth Akinyooye Ph.D. 13 For academic staff to perform optimally, they ought to operate in a safe and healthy work environment because the performance of workers may be related to their health status. The work schedule of the academic is fraught with occupational hazards. They are exposed to subtle but severe bodily pains and injury which manifest iYn visual/auditory strains as well as psychosocial hazards. This has been compounded by prevalent economic situation in Nigeria and non-enforcement of existing safety laRws in various universities. There is also increasing psychosocial risks emanating Afrom high workloads and pressure of meeting deadlines. Adequate facilities needed to perform their duties are not readily available because of lack of fund from the NigeriaRn government. Lecture halls, offices, safety equipment are not adequately provided Bby the government. This, no doubt, has exposed academic staff members to occupationIal risks and hazards. The situation is made worse in these educational institutions whLere the risks and hazards may not be feasible but potentially harmful, and where a dequate sensitisation and training awareness programmes are inadequate. Most Nof the workers are, therefore, ignorant of the risks surrounding their workplace. AThey may not be able to mitigate against the risks with appropriate precautionary measures to further enhance their safety at work. Psychosocial risks, work-related stress Dand non-communicable diseases among workers are preventable. About two millionA occupational fatalities occur annually around the world and the highest proportionI Bof workplace deaths are caused by work-related diseases (ILO, 2003). Besides, the re are 270 million fatal and nonfatal occupational accidents in the world (HamdldFinen, et al., 2006).Similarly, employers report about 2.8 million nonfatal workplace injuries and illnesses in 2017, and this account fOor over 100,000,000 production days lost due to work-related injuries (Vuoto, 2019). In addition, recent World Health Organisation’s (WHO) estimates the fraction of the global disease burden in the general population resulting from deaths anId Tdisa Ybility is about 2.7 per cent (WHO, 2018). Most recent figures suggest that ergonomic factors, injury risk factors, particulate matter, gasSes, fumes and noise make the largest contributions to the total global burden of occRupational disease (Driscoll, 2018). Twenty per cent of lower back and neck pain, and 25 per cent of hearing loss in adults are caused by occupational hazard exposures (WEHO, 2018). This suggests both that occupational exposures to traditional and well- Vknown harmful physical, chemical, and biological agents continue to occur on a large I scale, and that there is still some way to go before the trend of increasing levels of N occupational exposure to such risk factors is reversed globally.As a result, there is need for regular OHS training in the universities to raise the U awareness and provide precautionary measures against the occupational hazards. With the busy nature of work schedule of Nigerian universities academics, organising regular OHS training has been a challenge. The recent outbreak of COVID-19 epidemic has hampered the gathering of a large number of people. Most of the Nigerian universities have been using on-line teaching to deliver their lecture in a bid to reduce possible spread African Journal of Theory and Practice o f Educational Research (AJTPER) j 4 of the deadly virus. The use of digital technology for safety training has become imperative to achieve the aim of keeping the busy academic abreast of germane issues pertaining to their safety and health at work. Digital technology has been described as a branch of scientific or engineering knowledge that deals with the creation and practical application of digital or computerised devices, methods, or systems. This can be used to ensure safety at Y workplace. Occupational Health and Safety as a discipline with a wider scope aims to promote and maintain highest degree of physical, mental and social well-being ofR workers in all occupations including academic within the universities. This invoAlves prevention of health-related workplace accidents, the protection of workers from risks, and creation of safe working environment to enhance physical and mental hRealth of workers (ILO, 2003). B Occupational health can be premised on three different objectives. LTheIse include the maintenance and promotion of workers’ health and working capacity, the improvement of working environment and work to become conducive toN saf ety and health, and development of work organizations and working cultures in a direction which supports health and safety at work. This promotes a positive social Aclimate and smooth operation and may enhance productivity of the undertakings (KDendall, 2006). Technology in the workplace promotes safety and provides better working conditions to increase workers’ productivity. Workplace injuries are still frequent, and organizations need to take responsibility to ensure employees are saBfe aAt work. Using technology to ensure employee safety is not only fundamental toI comply with; it is also important to reduce accidents at work and fatalities (Melo, 2018). Statement of the Problem F There is little or lack of consideration for occupational health and safety in Nigerian universities because it is not as soOciated with popularly recognised occupational hazards, diseases and injuries like sYome other occupations such as mining, oil and gas extraction, construction, manufacTturing, health care and highly industrialised environment. However, there are inIherent risks and hazards, which are often not recognised, which can pose as threats toS health and safety of academic. These need to be given consideration to achieve effective delivery of services. Academic staff die slowly because of occupational risks and hazRards such as visual strain, vocal strain, psychological trauma, hypertension and musEculoskeletal disorder. There is a need to increase workplace safety and health of acadVemic staff in Nigeria as they struggle to contribute to the economy of the nation.I Preventive and precautionary measures need to be regularly disseminated and activities geared towards raising the awareness and knowledge level of the academic Nabout workplace hazards must be put in place. How can digital technology help in U ensuring regular safety training for academic in Nigerian universities? Several studies have examined the importance of training in improving occupational health and safety of Nigerian workers, but little has been done on the importance of digital technology for safety training and also to focus on service delivery institutions like Nigerian universities Funmilola Elizabeth Akinyooye Plt.D. IS with perceived low occupational risks and hazards. Hence, the need for this study to examine the perceived influence of digital technology on OHS training of academic Staff in Nigerian Universities. Objectives Y The main objective of this study is to examine the influence of digital technology oRn the Occupational Health Safety of Academic Staff in Nigerian Universities while the specific objectives are to: A 1. assess the awareness level of the academic staff about their occupRational health hazards; 2. examine the level of awareness of academic staff about digital tecBhnology for OHS training in Nigerian universities; I 3. assess the frequency of usage of digital technology for OHS trLaining among academic staff in Nigerian universities; 4. evaluate the influence of digital technology on OHSN training of academic staff in Nigerian universities; 5. identify some of the challenges of the use of dDigitaAl technology training on academic staff in Nigerian universities. Research Questions 1. What is the awareness level of aBcadeAmic staff about their occupational health hazards? 2. What is the level of awareness ofI academic staff about digital technology for OHS training in Nigerian universities? 3. What is the frequency oOf usaFge of digital technology for OHS training in Nigerian universities?4. Do academic staff per ceive the influence of digital technology on OHS training in Nigerian universities? 5. What are theI cThall Yenges of the use of digital technology training on academic staff in Nigerian universities? Methodology The stuRdy aSdopted the descriptive survey research design. The population of the study comprised all the academic members of staff in the Nigerian universities. A convenience samEpling method was chosen by sending on-line survey to all the universities. A total of V100 academic staff respondents were used as sample from Federal, State and private I universities. Data were collected with the aid of research instrument developed and N validated by the researcher tagged 'Digital Technology and Occupational Health Safety Training among Academic Staff in Nigerian Universities Scale’ (DTOHSTASNUS). The U scale was face validated by three educational researchers, while the test-retest technique using 10 academic staff that were not part of the study sample yielded a reliability coefficient of 0.72. The questionnaire sought demographic information, hazard knowledge, usage of digital technology awareness, frequency of usage and the influence African Journal o f Theory and Practice o f Educational Research (AJTPER) ^ of digital technology on occupational health safety training. Descriptive statistics comprised simple percentage was used to analyse research questions one, two, three and five while correlation analysis was employed to answer research question four. Results Research Question 1: What is the awareness level of academic staff about occupational Y health hazards? Table 1: Descriptive statistics showing the academic staff level of occupational healthR w a rd awareness (in percentage)._____________________ ______ _______ A_ Items True Very Not Not True Sure RTrue Vocal strains, injuries and discomfort 42.6 34 17 6.4 High work load B36.2 59.6 4.2I 0 Performance targets 48.9 44.7 L4.4 2.0 Visual Strain due to long hours of exposure to 36.2 59.6 2.1 2.1 computer screen Fire hazards 14.9 1N2.7 36.2 3.6.2 Hot-desking 44.7A12.8 31.9 10.6 Potential high stress environment 40.4 51.1 4.25 4.25 Musculoskeletal Disorder (MSD) D48.9 27.7 17 6.4 Repetitive or Sustained Awkward and/or Static A 59.6 23.4 14.9 2.1Postures B Table 1: Empirical findings indicatedF tha t t Ihe majority of the respondents had high level of awareness of the occupation health hazard associated with their profession, considering the sum of the respoOnses within the purview of true and very true, 76.6, 95.8, 93.6, 95.8, 57.8; 91.5, 76.6 a nd 8.3 which are majority reiterated awareness of vocal strains, injuries and discomfort; high work load; performance targets; visual strain due to long hours of expTosure to computer screen; hot-desking; potential high stress environment; MuscuIloske Yletal Disorder (MSD); and repetitive or sustained awkward and/or static posStures respectively. While 72.4 which was a majority of the respondents were not sure and not true that about the fire hazard in academic environment. This may be because Rthe academic environments do not use heavy equipment that may expose academic staff into this kind of hazard unlike industrial firms where production is a functionE of advance electrical gadgets where workers prone to fire hazard. This finding conVcurs with the previous studies where full awareness of both physical, occupational saIfety and health hazards among workers was acknowledged (Reiser al. 2019; Abdi NZarrini, et al., 2018; Prajwa, et al., 2020; Atakora and Stenberg, 2020).U Research Question 2: What is the level of awareness of academic staff about digital technology for OHS training in Nigerian universities? Funmilola Elizabeth Akinyooye Ph.D. 17 Table 2: Descriptive statistics showing the level of awareness of academic staff about digital technology for OHS training in Nigerian universities (in percentage). _____ Items Aware Very Not Not Aware Aware Sure Awareness of the various digital technology on Occupational 38.3 12.8 23.4 25.5 Y Health and Safety Training R Awareness of training on 3D visualization and Virtual 38.3 2.2 10.6 48.9 Reality (VR) software to create virtual work environment A promoting OHS Familiarity with training on Satellite phones and messengers 29.8 19.1 1R7.1 34 to reduce risks of long journeys and track the location of workers for potential safety risk IB Familiarity with training on wearable technology accessories 27.7 12.8 8.5 51.0 which monitor the health and safety of workers L Awareness of training on Radio Frequency Identification 27.7 4.2 21.3 46.8 (RFID) to transmit, retrieve, and store data to identify the N status of workers and objects is a digital technology on OHS in my university A Awareness of training on 3D CAD visualization softwDare for 21.3 6.4 23.4 48.9 safety planning, accident investigation and facility maintenance safety used for OHS A Awareness of training on on-line systems to improve 31.9 10.6 14.9 42.6 construction health and safety including sIafBety training and education, risk identification, safety mo nitoring and evaluation and safety inspections F Knowledge of training on pe oOple technologies as digital took 31.9 17 17 34.1applied to ensure the health and safety of workers by what they wear. Awareness of training oYn Apps like DataScope to create OHS 21.3 2.2 19.1 57.4 checklist, hazard IidTentification, and record information from mobile device for crisis management. Awareness oSf training on robotics, A1 (Artificial 38.3 10.6 10.6 40.5IntelligeRnce), and automation to reduce repetitive tasks causing musculoskeletal disorders or mental health risksAwEareness of training on cloud computing and 51.1 8.5 8.5 31.9Vcommunications networks on OHSI Awareness of training on quantum computing on OHS 19.1 4.3 25.5 51.1N Awareness of training on e-retail and e-waste on OHS 27.7 2.1 17 53.2U Table 2: Empirical findings reveal that 51.1 of them said that the awareness of the various digital technology on OSH training was true and very true of them, 25.5 were not sure while the remaining ones were not aware about the statement. On aware of training on 3D visualization and Virtual Reality (VR) software for creating virtual work environment in promoting OHS, 38.3 and 48.9 were aware and not sure of their African Journal o f Theory and Practice o f Educational Research (AJTPER) / g familiarisation with it. Besides, 17.1 and 34 of the respondents said that they were not aware and not sure of their familiarity with training on Satellite phones and messengers to reduce travel risks and track the location of workers for potential safety risk. While, only handful of them, that is, 29.8 and 19.1 attested that they were aware and very aware respectively. Moreover, 51.0 which is majority were not sure of their familiarity with wearable technology accessories as a training gadget towards OHS. Y Also, 21.3 and 46.8 were not aware and not sure of the existence of training on R Radio Frequency Identification (RFID) to transmit, retrieve, and store data to identify the status of workers and objects. 23.4 and 42.6 were not aware and not sure regardingA the awareness of training on 3D CAD visualization software for safety planning, accident investigation and facility maintenance safety used for OHS. Awareness of traRining on Apps like DataScope to create health and safety checklist, hazard identiBfication, and record information from mobile device for crisis management was disagrIeed by 76.8 of the respondents as being not aware and not sure, respectively. L In addition, 59.6 which was majority concurred that they a ware of training on cloud computing and communications networks as well as quanNtum computing on OHS. It is clear to deduce that academic staffs familiarity with the OHS training facilities was not encouraging as majority opined that they were notD awaAre and even not sure about the awareness of the applications needed to acquire OHS knowledge. This could be because of low level of availability and lack of accessibility to these packages in tertiary institutions in Nigeria. BA Research Question 3: What is the freque ncIy of usage of digital technology for OHS training in Nigerian universities? F Y O SI T VE R UN I Funmilola Elizabeth Akinyooye Ph.D. 19 Table 3: Descriptive Statistics showing the frequency of usage of digital technology for OHS training in Nigerian universities (in percentage). _____________ ________ Items Whenever Often Seldom Not at all needed Virtual Reality (VR) software 6.4 6.4 23.4 63.8 Y 3D visualization software 8.5 0 23.4 68.1 R Satellite phones, GPS and GPS messengers. 23.4 19.1 34 23.4 Wearable technology accessories 10.6 14.9 31.9 42A.6 Radio Frequency Identification (RFID) 10.6 12.8 21.3 55.3 Smart Sensors and Wireless Network 12.8 29.8 23.4 R34 GIS and Global Position Systems (GPS) 23.4 10.6 23B.4 42.6 3D CAD visualization software 6.5 2.0 I29.8 61.7 Building Information Modelling (BIM) 4.3 8.5L 23.4 63.8 on-line Systems 34 N29 .8 21.3 14.9on-line Databases 23.4 38.3 23.4 14.9People Technologies 12.8A 21.3 34 31.9Drones D6.5 2.0 31.9 59.6DataScope apps 5.1 5.5 29.8 59.6Robotics, AI (Artificial Intelligence) and automation 6.4 0 21.3 72.3 Cloud computing and communications networksA 10.6 14.9 42.6 31.9 Quantum Computing IB 5.3 1.1 25.5 68.1E-retail and E-waste 12.8 4.2 27.7 55.3 Table 3: Empirical findingsO reveFal that majority of them had never used some of these digital technology for OH S training such as Virtual Reality (VR) software (63.8); 3D visualization softwareY (68.1); Wearable technology accessories (42.6) Radio Frequency Identification (55.3); 3D CAD visualization software (61.7); Building Information Modelling (63.8); Drones (59.6); Robotics, AI (Artificial Intelligence) and automation (72.3); QuantumI TComputing (68.1) and E-retail and E-waste (55.3), while, handful of them make Suse of these platform whenever it is needed. For the remaining items, 42.6, 34, andR 34, which is majority seldomly used cloud computing and communications networks, Satellite phones, GPS and GPS messengers, and people technologies, respEectively. Giraldo (2014) argued that effectiveness of digital technology on Voccupational safety and training depend on lecturers’ attitudes and their capacity to make I use of the tools. This may require post-training support (Zhao and Bryant 2006). N Gautreau, (2011) suggested that the motivation of faculty members has a considerable impact on their technology integration and practice for occupational health and safety.U Research Question 4: How do academic staff perceive the influence of digital technology on OHS training in Nigerian universities Table 4: Descriptive Statistics showing the academic staff perception towards the influence of digital technology on OHS training in Nigerian universities (in percentage). African Journal o f Theory and Practice o f Educational Research (AJTPER) 20 Items SA A SD D Improves work-life balance due to telework 31.9 55.3 2.2 10.6 Reduction of stress associated with commuting 36.2 55.3 4.5 4.0 Reduced need for work-related travel 38.3 53.2 4.5 4.0 Real-time monitoring of exposure to hazard 40.4 46.8 12.8 0 Increased worker control over work-life balance 25.5 57.4 0.1 17 Reduced need for real-world trial of prevention measures 27.7 48.9 4.3 19.1 Y Increased understanding of human behaviour and its underlying 29.8 48.9 6.4 14.9 R mechanisms Cost-effective way for developing countries to keep pace with 34 48.9 2.2 14A.9 progress in OSH Improved and widened access to education and training on OHS 46.8 44.7 BR8.5 0 Improved collection and sharing of accurate OSH record 31.9 L55.3 I 0 12.8 New opportunities for OSH research, development and learning 36.2 51.1 2.1 10.6 Improved communication of OSH practice 36.2 51.1 0 12.7 ICT and other new technologies to spread health and safety N46.8 44.7 0 8.5 knowledge and improve workers OSH skills and training A ICT could help to improve workplace safety and health outcomes 48.9 44.7 0 6.4 by improving OSH inspection D Digital technologies can advance OSH allowing the removal of 38.3 55.3 0 6.4 workers from hazardous working situations, through iAnnovative ways of monitoring exposure B Digital technologies improve the quality of woIrk by relieving 44.7 48.9 0 6.4 workers of repetitive or routine tasks Digitalization also offers opportunities Ffor more effective OSH 38.3 53.2 0 8.5 training, advanced workplace risk aOssessment, communication and OSH inspection Digital technologies may alsoY permit workers to benefit from 44.7 48.9 0 6.4higher levels of autonomy and flexibility. Digital technologies facilTitate the access of a more diverse 36.2 57.4 0 6.4 workforce to the laSbouIr market, in particular vulnerable groups such as disabled people, ageing workers and those with care duties at home ImprovedE autRomated prevention measures and increased 40.4 51.1 0 , 8.5understanding of risk-taking behaviour.StrIonVgly Agree (SA); Agree (A); Disagree (D) and Strongly Disagree (SD)Table 4: Empirical findings indicated that it has enhanced in improving work-life balance Ndue to telework (31.9, 55.3); reduction of stress associated with commuting (36.2, 55.3); reducing need for work-related travel (38.3, 53.2); ensuring real-time monitoring of U exposure to hazard (40.4, 46.8); increasing worker control over work-life balance (25.5, 57.4); reducing need for real-world trial of prevention measures (27.7, 48.9); increasing understanding of human behaviour and its underlying mechanisms (29.8, 48.9); Funmilola Elizabeth Akinyooye Plt.D. 21 improving and widening access to education and training on OHS (46.8, 44.7); improving collection and sharing of accurate OSH record (31.9, 55.3). Others include creating new opportunities for OSH research, development and learning (36.2, 51.1); improving communication of OSH practice (36.2, 51.1); improving workplace safety and health outcomes by improving OSH inspection (48.9, 44.7); allowing the removRal ofY workers from hazardous working situations, through innovative ways of monitoring exposure (38.3, 55.3); improving the quality of work by relieving workers of repetitive or routine tasks (44.7, 48.9); offering opportunities for more effective OSHA training, advanced workplace risk assessment, communication and OSH inspectionR (38.3, 53.2); permitting workers to benefit from higher levels of autonomy and flexibility (44.7, 48.9); facilitating the access of a more diverse workforce to the labour mIaBrket, in particular vulnerable groups such as disabled people, ageing workers and those with care duties at home (36.2, 57.4); and improving automated prevention mLeasures and increased understanding of risk-taking behaviour (40.4, 51.1) as having majority strongly agreed and agreed to the statements as shown in the bracketsN. Gegenfurtner et al., (2020) acknowledged that webinar-based training programAs was effective for occupational safety of the employees. Also, Dowling-Hetherington et al. (2020) suggested that the most commonly used digital technology toolAs to Dsupport learning on occupational health and safety included clouds for files sharing and internet in searching for information. Research Question 5: What are the c hIalBlenges of the use of Digital Technology Training on academic staff occupational health and safety? Table 5: Descriptive Statistics showing the challenges of the use of digital technology Training on academic staff OoccupFational health and safety.________________________Items SA A SD D Perceived need to be 'aYvail able' at all times, poorer work- 27.7 44.7 4.2 23.4life balance Isolation (remote working and lack of social interaction) 25.5 51.1 6.4 17 Cyber-bullying, I-aTggression and -attacks 27.7 38.3 2.1 31.9 Job insecurity 25.5 51.1 6.4 17 IncreasRed riSsk to security and privacy from the collection 23.4 53.2 0 23.4and recording of sensitive personal informationThEe loss of jobs and roles 17 55.3 4.3 23.4VIncreased ergonomic risk from increasing use of mobile 29.8 51.1 2.1 17I devices and sedentary work leading to increased risk of N associated health problems (MSDs, visual fatigue, obesity, and heart disease.U Increased risk of incidents and exposures from lack of risk 23.4 48.9 4.3 23.4assessment in remote workspaces, particularly public places (cafes, transport systems) OSH Strongly Agree (SA); Agree (A); Disagree (D) and Strongly Disagree (SD) African Journal of Theory and Practice o f Educational Research (AJTPER) 22 Table 5: Considering the respondents’ perspective, the empirical outcomes reveal that some of the hindrances facing the use of digital technology training on academic staff occupational health and safety comprised; perceived need to be available at all times, poorer work-life balance (27.7, 44.7); isolation in terms of remote working and lack of social interaction (25.5, 51.1); cyber-bullying, -aggression and -attacks (27.7, 38.3); job insecurity (25.5, 51.1), increased risk to security and privacy from the collection and Y recording of sensitive personal information (23.4, 53.2); loss ofjobs and roles (17, 55.3); increased ergonomic risk from increasing use of mobile devices and sedentary workR leading to increased risk of associated health problems (MSDs), visual fatigue, obeAsity, heart disease and so on (29.8, 51.1) and increased risk of incidents and exposures from lack of risk assessment in remote workspaces, particularly public places (cafes,R transport systems etc.) OSH (23.4, 48.9) respectively. B llaonisi and Osuagwu (2010) indicated that there were factors limitingI the infusion of digital technology towards occupational safety and training in educatLional institutions in Nigeria. These include paucity of digital technology infrastruNctur e and lack of access; high enrolments, inadequate funding, and absence of funding allocation to technology; prohibitive cost of ownership and cost to the consumer and policy implications of the mismatch between the advertised capabilities of digitalA technology and the aims of individual educational institutions D Conclusion and Recommendations A The study concluded that academic staff of universities had adequate knowledge of occupational health hazard associated wIiBth the practice of their profession. The academics were aware and use some dig ital technology tools for OHS training. It also submitted that the application of diFgital technology influenced OHS training but not without challenges. As a result of this, the following recommendations were raised. i. Nigerian government a nOd University management need to develop, update and implement applicaYble laws, regulations, policies and processes to enhance the occupational safety and health of university lecturers in Nigeria. ii. ManagementI sThould organise regular capacity building programmes on the use of digitalS technology tools to help academic staff address occupational safety and healRth needs of their academic staff.iii. There is need for International Labour Organisation to strengthen advocacy, Eawareness and research on university lecturers’ vulnerability to occupational Vhazards and risks, and how the application of digital technological tools can help I to reduce and if possible, eliminate them.Niv. Concerned stakeholders like management, trade unions and the academic staff members should put machinery in place to ensure that challenges emanating from U using digital technology for occupational safety and training are addressed promptly. References Funmilola Elizabeth Akinyooye Ph.D. 23 Abdi Zarrini K, Sanagoo A, Jouybari L, Vakili MA, and Kavosi A. (2018) Evaluation of occupational hazards for nurses in intensive care units of tertiary care centers. J Nurs Midwifery Sci. 2018(5): 153-8. Atakora M, and Stenberg B (2020) Assessment of Workers’ Knowledge and Views of Occupational Health Hazards of Gold Mining in Obuasi Municipality, Ghana, Y International Journal o f Occupational Safety and Health, Vol. 10 No. 1 (202R0), 3 8 -5 2 Driscoll, T. (2018). “The 2016 global burden of disease arising from occuApational exposures” in Occupational and Environmental Medicine, 75(SuRppl 2): A l- A650. Dowling-Hetherington, L., Glowatz, M., McDonald, E. and DemIpBsey, A. 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