Technological revolution has shifted the world to a post-industrial society as information communication and technology (ICT) govern the centrality of human interaction. ICT has become widely influential at all levels of life, especially socially and economically.
In the 21st century, innovative technologies have become a crucial element of accelerating all factors of production to deliver rapid and effective results in every sector of the economy. The Internet, as a component of ICT, has become the global computing network that facilitates the access, analysis and dissemination of infinite information rapidly using advanced technology.
Policy makers, researchers, business leaders, academics are all focusing on exploitation of technological innovation to transform economic development and growth.
With countries taking necessary measures to adapt to the technological landscape through committing investment into the research of ICT and deployment at the various sectors of their economy, existing studies on information technologies suggest developing countries are slow to take advantage of the multifaceted benefits revolving around ICT, especially in Sub-Saharan African countries.
The leading constraints most developing countries encounter, especially in a time when the world considers the evolution of technology advancement as a critical economic indicator includes inadequate infrastructure, poor internet connection, high level of illiteracy, costly equipment, sporadic power supply, and lack of ICT-related policy.
This study researches the impediment of ICT in the following developing countries, Brazil, South Africa, Indonesia, and uses Nigeria as a case study to depict economic impact for countries neglecting the integration of ICT integration.
The major part of this study focuses on ICT integration in Nigeria by studying how the timely introduction of ICT from the primary education level could generate an ICT-skilled workforce that supports economic growth. Further in the study, I evaluate Nigeria's primary school ICT curriculum and determine students' exposure to computer science and the consistency across other levels of education.
To assess Nigeria students' exposure to advanced technology at the early education level, I conducted a survey on computer literacy level at the early education stage. 158 volunteers from Nigeria answered 15 self-assessed computer-based questionnaires for this research. Using rank analysis, the result shows that most of the participants didn’t gain productive ICT skills at the primary school level and sometimes at the higher education level.
","abstract_html":"<p>Technological revolution has shifted the world to a post-industrial society as information communication and technology (ICT) govern the centrality of human interaction. ICT has become widely influential at all levels of life, especially socially and economically.</p> <p>In the 21st century, innovative technologies have become a crucial element of accelerating all factors of production to deliver rapid and effective results in every sector of the economy. The Internet, as a component of ICT, has become the global computing network that facilitates the access, analysis and dissemination of infinite information rapidly using advanced technology.</p> <p>Policy makers, researchers, business leaders, academics are all focusing on exploitation of technological innovation to transform economic development and growth.</p> <p>With countries taking necessary measures to adapt to the technological landscape through committing investment into the research of ICT and deployment at the various sectors of their economy, existing studies on information technologies suggest developing countries are slow to take advantage of the multifaceted benefits revolving around ICT, especially in Sub-Saharan African countries.</p> <p>The leading constraints most developing countries encounter, especially in a time when the world considers the evolution of technology advancement as a critical economic indicator includes inadequate infrastructure, poor internet connection, high level of illiteracy, costly equipment, sporadic power supply, and lack of ICT-related policy.</p> <p>This study researches the impediment of ICT in the following developing countries, Brazil, South Africa, Indonesia, and uses Nigeria as a case study to depict economic impact for countries neglecting the integration of ICT integration.</p> <p>The major part of this study focuses on ICT integration in Nigeria by studying how the timely introduction of ICT from the primary education level could generate an ICT-skilled workforce that supports economic growth. Further in the study, I evaluate Nigeria's primary school ICT curriculum and determine students' exposure to computer science and the consistency across other levels of education.</p> <p>To assess Nigeria students' exposure to advanced technology at the early education level, I conducted a survey on computer literacy level at the early education stage. 158 volunteers from Nigeria answered 15 self-assessed computer-based questionnaires for this research. Using rank analysis, the result shows that most of the participants didn’t gain productive ICT skills at the primary school level and sometimes at the higher education level.</p>","abstract_has_math":false,"creators":["Ali Muhammed, Fatima"],"institution":null,"degree_name":"Master of International Affairs (M.I.A.)","degree_level":"Thesis","degree_discipline":"International Relations","degree_department":null,"school":null,"contributors":["Bruce Cronin","Jacques Fomerand"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2023,"date_issued":"2023-01-01T08:00:00Z","date_published":"2023-01-01T08:00:00Z","updated_at":"2026-07-24T01:57:59Z","subjects":["ICT","economic growth","advanced technology","developing countries","digital divide","internet","Business and Corporate Communications","Curriculum and Instruction","E-Commerce","Economics","Educational Methods","Growth and Development","International Business","International Economics","Macroeconomics","Teacher Education and Professional Development","Technology and Innovation"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://academicworks.cuny.edu/cc_etds_theses/1092","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Bruce Cronin","Jacques Fomerand"]},{"key":"dc:creator","label":"Author","values":["Ali Muhammed, Fatima"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2023-05-29T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["International Relations"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of International Affairs (M.I.A.)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["ICT","economic growth","advanced technology","developing countries","digital divide","internet","Business and Corporate Communications","Curriculum and Instruction","E-Commerce","Economics","Educational Methods","Growth and Development","International Business","International Economics","Macroeconomics","Teacher Education and Professional Development","Technology and Innovation"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://academicworks.cuny.edu/cc_etds_theses/1092"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Technological revolution has shifted the world to a post-industrial society as information communication and technology (ICT) govern the centrality of human interaction. ICT has become widely influential at all levels of life, especially socially and economically.
In the 21st century, innovative technologies have become a crucial element of accelerating all factors of production to deliver rapid and effective results in every sector of the economy. The Internet, as a component of ICT, has become the global computing network that facilitates the access, analysis and dissemination of infinite information rapidly using advanced technology.
Policy makers, researchers, business leaders, academics are all focusing on exploitation of technological innovation to transform economic development and growth.
With countries taking necessary measures to adapt to the technological landscape through committing investment into the research of ICT and deployment at the various sectors of their economy, existing studies on information technologies suggest developing countries are slow to take advantage of the multifaceted benefits revolving around ICT, especially in Sub-Saharan African countries.
The leading constraints most developing countries encounter, especially in a time when the world considers the evolution of technology advancement as a critical economic indicator includes inadequate infrastructure, poor internet connection, high level of illiteracy, costly equipment, sporadic power supply, and lack of ICT-related policy.
This study researches the impediment of ICT in the following developing countries, Brazil, South Africa, Indonesia, and uses Nigeria as a case study to depict economic impact for countries neglecting the integration of ICT integration.
The major part of this study focuses on ICT integration in Nigeria by studying how the timely introduction of ICT from the primary education level could generate an ICT-skilled workforce that supports economic growth. Further in the study, I evaluate Nigeria's primary school ICT curriculum and determine students' exposure to computer science and the consistency across other levels of education.
To assess Nigeria students' exposure to advanced technology at the early education level, I conducted a survey on computer literacy level at the early education stage. 158 volunteers from Nigeria answered 15 self-assessed computer-based questionnaires for this research. Using rank analysis, the result shows that most of the participants didn’t gain productive ICT skills at the primary school level and sometimes at the higher education level.
"]},{"key":"dc:title","label":"Title","values":["Information, Communication, and Technology in Developing Countries: The Impediment to Nigeria Economic Growth"]}]}],"canonical_facts":{"dc:contributor":["Bruce Cronin","Jacques Fomerand"],"dc:creator":["Ali Muhammed, Fatima"],"dc:date.available":["2023-05-29T07:00:00Z"],"dc:description.abstract":["Technological revolution has shifted the world to a post-industrial society as information communication and technology (ICT) govern the centrality of human interaction. ICT has become widely influential at all levels of life, especially socially and economically.
In the 21st century, innovative technologies have become a crucial element of accelerating all factors of production to deliver rapid and effective results in every sector of the economy. The Internet, as a component of ICT, has become the global computing network that facilitates the access, analysis and dissemination of infinite information rapidly using advanced technology.
Policy makers, researchers, business leaders, academics are all focusing on exploitation of technological innovation to transform economic development and growth.
With countries taking necessary measures to adapt to the technological landscape through committing investment into the research of ICT and deployment at the various sectors of their economy, existing studies on information technologies suggest developing countries are slow to take advantage of the multifaceted benefits revolving around ICT, especially in Sub-Saharan African countries.
The leading constraints most developing countries encounter, especially in a time when the world considers the evolution of technology advancement as a critical economic indicator includes inadequate infrastructure, poor internet connection, high level of illiteracy, costly equipment, sporadic power supply, and lack of ICT-related policy.
This study researches the impediment of ICT in the following developing countries, Brazil, South Africa, Indonesia, and uses Nigeria as a case study to depict economic impact for countries neglecting the integration of ICT integration.
The major part of this study focuses on ICT integration in Nigeria by studying how the timely introduction of ICT from the primary education level could generate an ICT-skilled workforce that supports economic growth. Further in the study, I evaluate Nigeria's primary school ICT curriculum and determine students' exposure to computer science and the consistency across other levels of education.
To assess Nigeria students' exposure to advanced technology at the early education level, I conducted a survey on computer literacy level at the early education stage. 158 volunteers from Nigeria answered 15 self-assessed computer-based questionnaires for this research. Using rank analysis, the result shows that most of the participants didn’t gain productive ICT skills at the primary school level and sometimes at the higher education level.
"],"dc:identifier":["https://academicworks.cuny.edu/cc_etds_theses/1092"],"dc:subject":["ICT","economic growth","advanced technology","developing countries","digital divide","internet","Business and Corporate Communications","Curriculum and Instruction","E-Commerce","Economics","Educational Methods","Growth and Development","International Business","International Economics","Macroeconomics","Teacher Education and Professional Development","Technology and Innovation"],"dc:title":["Information, Communication, and Technology in Developing Countries: The Impediment to Nigeria Economic Growth"],"thesis:degree_discipline":["International Relations"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["Master of International Affairs (M.I.A.)"]},"updated_at":"2026-07-24T01:57:59Z"}