International Journal of Sub-Saharan African Research (IJSSAR)

Background: Pre-service teacher education remains central to improving teaching quality in Nigeria, yet implementation gaps persist across institutional infrastructure, technology, and administrative systems. While innovative pedagogical reforms such as the 4-in-1 teaching model, integrating Jigsaw, problem-based learning, microteaching, and Technological Pedagogical and Content Knowledge (TPACK), offer promise, successful adoption depends on institutional readiness. Empirical evidence on the infrastructural preparedness of Colleges of Education (CoEs) across Nigeria’s geopolitical zones remains limited.
Objective: This study assessed the readiness and capacity of six selected publicly funded Colleges of Education across Nigeria’s six geopolitical zones for implementing the 4-in-1 teacher training model.
Method: A quantitative cross-sectional institutional assessment was conducted using a 62-item structured observational checklist covering five domains: general institutional information, classroom infrastructure, technology and equipment, library and learning resources, and administrative support. Data were analysed using descriptive statistics (frequencies and proportions) in Microsoft Excel. Results: Female students predominated across institutions, 54(89%), whereas academic staff were largely male, 52(77%). All colleges had classrooms, IT laboratories, microteaching facilities, and primary/secondary power supply. However, major gaps were identified, including limited classroom projectors (67% lacking), inadequate internet connectivity (33% lacking reliable access), absence of Learning Management Systems (100%), and limited educational software (67%). Security vulnerabilities (50% without structured security measures) and environmental risks such as flooding (reported in several institutions) threaten continuity of training activities.
Conclusion: Although basic instructional and technological infrastructure exists across the selected CoEs, critical digital, environmental, and security gaps may constrain effective implementation of the 4-in-1 pedagogical reform. Targeted investments in digital systems, connectivity, visual teaching aids, and institutional resilience are necessary for sustainable teacher education reform.
Unique Contribution: This study provides multi-regional, institution-level baseline evidence on infrastructural readiness for implementing an integrated pedagogical model within Nigeria’s public Colleges of Education. Key Recommendations: Strengthen digital infrastructure through the introduction of Learning Management Systems and educational software; improve internet connectivity and classroom visual aids; reinforce institutional security and environmental safeguards; and promote balanced gender representation in staff recruitment and student enrolment policies.