Digital Teaching Fatigue and Lecturers’ Truancy in Nigerian Universities: Evidence from Blended Learning Environments.

Abstract

This study investigated the relationship between digital teaching fatigue and lecturers’ truancy in Nigerian universities engaged in blended learning. Using a correlational research design, 412 lecturers were sampled across federal, state, and private universities through multistage stratified sampling. Data were collected via the Digital Teaching Fatigue Scale (DTFS) and the Lecturer Truancy Scale (LTS), demonstrating reliability coefficients of 0.87 and 0.84, respectively. Descriptive analysis indicated moderate levels of digital teaching fatigue and truancy among lecturers. Simple linear regression revealed that digital teaching fatigue is a strong and significant predictor of truancy (R = 0.96, R² = 0.92, p = 0.050), accounting for 92% of the variance in absenteeism and delayed class delivery. The findings highlight that excessive digital teaching demands undermine lecturer attendance and engagement. To mitigate these effects, the study recommends managing teaching workloads, providing ergonomic and technological support, and implementing well-being programs to enhance lecturer participation and sustain effective blended learning practices in Nigerian universities.