ABSTRACT
The Fourth Industrial Revolution (4IR) has catalyzed a transformative shift in education, emphasizing online teaching and learning methods. Nursing education has not been exempt from this shift, as the COVID-19 pandemic compelled nursing colleges to adopt online strategies for educational continuity. Understanding the perceptions and attitudes of nursing students toward online learning is pivotal in adapting and enhancing nursing education for the digital age. This study aims to evaluate the perception and attitude of nursing students toward online learning at a tertiary institution in Edo State, Nigeria, specifically, the University of Benin. A mixed-method approach is employed, utilizing structured surveys and interviews with a diverse sample of nursing students to gather insights into their perceptions, attitudes, and challenges regarding online learning. The findings reveal a spectrum of perceptions and attitudes among nursing students, ranging from positive views to preferences for traditional in-person education. Notable challenges include technology readiness, access to digital resources, and the ability to facilitate practical skills online. Several respondents emphasize the need for improved infrastructure and equipping students with the necessary skills for effective online learning. This research contributes to academic knowledge and informs nursing education policies, calling for informed policies and practices to enhance nursing education in the digital age, improved online teaching methods, and better support for students. Bridging the gap between traditional nursing education and the evolving nursing profession in the digital age is imperative.
Keywords: online learning, nursing education, Fourth Industrial Revolution, perception, attitude, challenges
