Dr Matilda Ernest Eteng, Glory Ngon Neji & Peter Otu Akubu
Abstract
Distance education has emerged as a transformative force in Nigeria, offering new opportunities for learning beyond traditional classroom settings. This paper explores the sociological implications of distance education in Nigeria, focusing on its impact on the teaching profession and students’ engagement. It highlights the evolving role of distance education in addressing educational inequalities and expanding access to learning. It examines current challenges, including technological barriers, quality and accreditation issues, and the socio-cultural resistance faced by distance education initiatives. While distance education has the potential to bridge educational gaps, it also risks exacerbating socio-economic disparities if not adequately supported by policy and infrastructure. The paper discusses how parental educational backgrounds and psychological factors such as self-concept and anxiety influence students’ success in distance learning environments. It underscores the importance of addressing these factors through targeted support systems to enhance students’ engagement and learning outcomes. The paper concludes with recommendations aimed at improving technological infrastructure, ensuring the quality of distance education programmes, and promoting social integration and support for distance learners. By addressing both the opportunities and challenges associated with distance education, the paper provides a comprehensive overview of its sociological implications and suggests directions for future research and policy development.