A qualitative study of sustainability of female teachers’ digital literacy in the post-covid 19 era

This study aimed to determine the sustainability of female teachers' digital literacy in the post-COVID-19 pandemic period in Lagos State, Nigeria. This study adopted a phenomenology qualitative research method. A purposive sampling technique was utilized to select ten female participants from female public secondary school teachers in Lagos State. Semi-structured interviews were conducted, transcribed, and analyzed using the QSR NVivo software, version 1.7.1. The study found, among other things, that all the benefits achieved by female teachers in digital literacy during the COVID-19 pandemic may be wasted if the challenges facing the sustainability of the skill are not addressed. In addition, the study found strategies that the educational stakeholders can employ, especially the government, to sustain digital literacy among female teachers during the post-COVID-19 pandemic period. These findings imply that the education ministry should integrate digital literacy into the national teacher education curriculum to sustain the teachers' digital competence. School principals should advocate digital inclusion by setting up internal digital culture policies, information and communication (ICT) committees, and ensuring regular appraisal. The originality of this study can be found in the approach used by the researchers to seek strategies that educational stakeholders can employ to sustain digital literacy skills among female teachers.