Exploring the Relationship between Work Environment and the Use of Educational Support Systems by Library Educators Universities in Edo State, Nigeria

Abstract

This study investigates the relationship between the work environment and the utilization of educational support systems (ESS) among library educators in university-based library schools in Edo State, Nigeria. Educational support systems, including digital libraries, learning management systems, and electronic research databases, are integral to effective teaching, learning, and scholarly productivity in Library and Information Science (LIS) education. Despite their availability, disparities in usage persist, raising concerns about underlying environmental influences. Adopting a descriptive survey research design, the study examines how dimensions of the work environment—physical infrastructure, technological facilities, administrative support, and psychosocial conditions—affect the extent of ESS use. Data were collected from library educators across selected universities in Edo State using structured questionnaires and analyzed using descriptive and inferential statistics. The findings reveal that although library educators demonstrate a high level of awareness and positive disposition toward ESS, their effective utilization is significantly hindered by factors such as inadequate ICT infrastructure, erratic power supply, limited professional training, and weak institutional support mechanisms. The study concludes that the work environment plays a critical role in shaping ESS adoption and sustained use. It recommends that university management prioritize the provision of enabling infrastructure, continuous capacity-building programmes, and supportive policies to enhance the integration of ESS in LIS education.