DIGITAL SKILLS AND EMPLOYEE PERFORMANCE: A STUDY OF NON-TEACHING STAFF OF NATIONAL OPEN UNIVERSITY OF NIGERIA

Abstract

Digital skills have become critical to workplace efficiency, particularly in higher education administration. This study examined the impact of digital competencies on the performance of non-teaching staff at the National Open University of Nigeria (NOUN). It assessed the relationship between digital skills and employee performance, explored challenges in acquiring and applying these skills, and evaluated the role of digital tools in service delivery. A correlational research design with a survey approach was employed to collect both quantitative and qualitative data. From a population of 1,500 non-teaching staff across NOUN’s Northern zone study centers and headquarters, a stratified random sample of 316 respondents was selected. Data were gathered using structured questionnaires and analyzed through descriptive statistics and Independent Samples T-Tests. Findings showed a significant positive relationship between digital skills and job performance, highlighting their role in improving operational efficiency and service quality. However, barriers such as limited access to modern technology, inadequate training, and low digital literacy hinder optimal use of digital tools. The study confirmed that staff with higher proficiency and better access consistently outperformed counterparts with limited skills and resources. The study recommends that NOUN adopt a comprehensive digital skills development policy mandating regular training, equitable access to digital tools, and continuous professional literacy programs.