ANALYZING THE USED OF EMERGING TECHNOLOGIES FOR ACADEMIC ACTIVITIES: A CASE STUDY OF AMINU SALEH COLLEGE OF EDUCATION AZARE (FACULTY OF ARTS).

ABSTRACT This study analyzes the use of emerging technologies for academic activities by students at Aminu Saleh College of Education, Azare, Bauchi State, Nigeria. Against a backdrop of global technological integration in education, the research investigates the types of technologies utilized, their accessibility, their perceived impact on academic performance, and the challenges hindering effective adoption. A descriptive survey research design was employed, with data collected through a structured questionnaire administered to a stratified random sample of 361 students. Findings indicate a high reliance on personal smartphones and social media for academic collaboration, demonstrating a strong student-driven initiative to leverage available tools. However, the use of more advanced technologies such as AI-powered tools and formal digital libraries remains low. The study identifies critical barriers to adoption, with unreliable internet connectivity, high costs of data and devices, and insufficient power supply being the most significant challenges. Furthermore, a lack of adequate institutional ICT facilities and limited encouragement from lecturers to integrate technology into pedagogy were notable constraints. Despite these challenges, students perceived a strong positive influence of technology on their learning processes, including easier research, improved collaboration, and broader knowledge acquisition. However, its direct impact on grade improvement was only moderate. The study concludes that while students are enthusiastic and dependent on personal technology, its full potential is stifled by a significant digital divide characterized by infrastructural deficits and insufficient institutional support. Recommendations include urgent investment in robust ICT infrastructure and reliable power sources, subsidized internet access for students, comprehensive digital literacy training for both students and faculty, and the development of institutional policies that encourage and guide the effective pedagogical integration of emerging technologies