Exploration of Online Mentoring-Mentee Technologically Innovative Teaching Practice Engineering Curriculum in Kogi State Public Universities

Abstract

This study examined the effects of online media mentoring–mentee technological strategies on innovative teaching practice and curriculum engineering in public universities in Kogi State, Nigeria. A concurrent triangulation mixed-methods design was adopted, involving 1,200 graduating teacher trainees from a population of 3,400. Quantitative data were analysed using descriptive statistics, independent t-test, Pearson correlation and Chi-square, while qualitative data were thematically analysed. Findings revealed a significant difference in curriculum implementation between mentoring and mentee groups (t = 4.27, p = 0.000), with mentors demonstrating greater adaptability, flexibility and resource utilization. Online mentoring–mentee engagement was positively related to professional growth (r = 0.486, p = 0.000), while confidence levels were significantly associated with online tool utilization (χ² = 38.45, p = 0.000). Gender differences were significant (t = 3.14, p = 0.002), with female mentees showing greater engagement and adaptability. Challenges included infrastructural gaps, poor connectivity and unequal digital access