This study assesses the impact of digital literacy training programs on teachers' instructional

quality in public secondary schools across Kaduna State, Nigeria. Driven by the imperative

of the Fourth Industrial Revolution and national digital transformation policies, the research

addresses a critical gap in empirical evidence regarding the effectiveness of these initiatives.

Employing a convergent parallel mixed-methods design, quantitative data were gathered

through structured questionnaires administered to 1148 teachers from 12 purposively

selected secondary schools across Kaduna State's three senatorial zones, drawing from a

larger pool of 7700 teachers recruited in 2022. Teacher participation for questionnaires

utilised convenience sampling, and quantitative data were analysed using simple statistical

methods. Complementing this, qualitative data were obtained from a focus group

discussion with both experienced and newer staff, and in-depth interviews with 12

principals, who were purposively selected from across the state's senatorial zones. Findings

reveal that while digital literacy training demonstrably holds substantial potential to improve

instructional quality by fostering engaging, personalised, and collaborative learning

environments, its effective integration is significantly hampered by pervasive systemic

barriers within Kaduna State's educational system. Challenges identified include

inadequate ICT infrastructure such as lack of functional devices, unreliable internet access,

frequent power outages), insufficient and often impractical teacher professional

development, persistent funding gaps, and varying teacher attitudes and motivation towards

technology adoption. The study concludes that these obstacles are deeply interconnected;

suggesting that isolated interventions will not yield sustainable improvements in

instructional quality. The paper recommends sustained and strategic investment in ICT

infrastructure, coupled with the design and delivery of continuous, context-specific, and

pedagogically-focused training programs that not only build technical proficiency but also

cultivate digital pedagogical competence.