Main Article Content
Abstract
The study theoretically examined the Digital Osu phenomenon and its implications for innovative teaching and learning among Gen Z students in Nigerian polytechnics. Secondary data, i.e review of relevant literature, was used in the study. The study was anchored on Digital Divide Theory, propounded by Jan A. G. M. van Dijk (2006). Based on the review of relevant literature and discussions carried out, the study revealed that: the “Digital Osu” metaphorically describes students who, due to digital deprivation, are marginalized within the increasingly technology-driven educational landscape. It also found that the implications of digital Osu phenomenon for teaching and learning innovation among Gen Z students in Nigerian polytechnics include: widening gap between digitally equipped and digitally excluded learners; decline in effectiveness of innovative pedagogies such as blended learning; increased psychological disengagement and reduced academic confidence; need for inclusive digital policies and literacy programmes in polytechnics, and; reorientation of innovation strategies toward equity and participation. In addition, to achieve digital inclusion in polytechnics, there must be: sustained investment in affordable digital infrastructure; digital literacy training for both lecturers and students, and; inclusive policies that must allow flexible modes of participation, among others. The study concluded that ensuring that no learner remains a digital outcast in a world where being connected defines one’s belonging, is one great way educational institutions can show their commitment to institutional building and pedagogical advancement. Among others, the study recommended that Nigerian polytechnics, in collaboration with relevant government agencies, should develop and implement comprehensive digital inclusion policies supported by sustainable funding, public-private partnerships, and periodic monitoring to ensure equitable access to digital infrastructure and tools.