Project – The Impact of Technology on Theological Education: A case study of Jos ECWA Theological Seminary (JETS)

CHAPTER ONE

INTRODUCTION

• Background to the Study

The integration of technology into theological education has evolved significantly over the past few decades, shifting traditional models of teaching and learning. As technology increasingly permeates educational environments, theological institutions have embraced digital tools to enhance learning experiences and expand access to religious studies. According to Spence (2019), the introduction of online courses, virtual classrooms, and digital resources has democratized theological education, enabling students from diverse geographical locations to pursue degrees without the need for physical relocation. This access to technology has played a crucial role in expanding the reach of theological education globally, providing opportunities for non-traditional students and those from under-resourced backgrounds to engage in rigorous religious studies.

The adoption of digital learning platforms and resources has not only made theological education more accessible but has also altered pedagogical methods. Online and blended learning models are gaining traction within theological seminaries, offering flexibility in the delivery of courses while fostering a collaborative learning environment. As noted by Haskins (2020), these technological advancements have encouraged a shift toward more student-centered learning, where learners have greater autonomy in how they access content, interact with instructors, and participate in academic discussions. These changes promote a more personalized and adaptive approach to theological education, allowing students to tailor their studies to their needs and schedules. However, some scholars argue that the increasing reliance on technology may challenge the traditional community-building aspects of theological education, which have often emphasized face-to-face interactions and mentorship.

Technology has also significantly influenced the content of theological education, providing students with access to an unprecedented wealth of resources. Digital libraries, theological databases, and online journals offer students access to primary texts, scholarly articles, and theological commentaries that would have previously been difficult to obtain. Murdock (2021) highlights that technological advancements have democratized access to theological scholarship, empowering students to engage with a broader range of theological perspectives, including those from global voices and marginalized communities. Additionally, the proliferation of digital content has made it easier for students to engage in cross-disciplinary studies, combining theological inquiry with disciplines such as philosophy, ethics, and history in a way that was once challenging due to resource limitations.

While technology has opened new opportunities for theological education, it also raises questions about the nature of theological learning. Theologians such as Nivala (2020) caution that online education may promote a more fragmented and individualistic approach to learning, potentially detracting from the communal nature of theological training that has historically been a key element of religious formation. Theological education has often involved participation in a community of believers, and face-to-face interaction is seen as an essential element in nurturing spiritual formation. Technology, in this sense, may lead to a disconnection between academic learning and spiritual growth, a concern that has been echoed by scholars like Klippenstein (2022), who suggest that the formation of ministerial identity through personal relationships and mentorship is difficult to replicate in virtual settings.

Despite these concerns, many theological institutions have adapted by blending technology with traditional models of education, seeking to preserve the core values of community and spiritual formation while also embracing innovation. As Thorne (2018) suggests, hybrid learning models that combine online and in-person experiences allow students to benefit from the flexibility and resources of technology while maintaining strong connections with their professors and peers. This integration of the digital and physical realms aims to foster both academic rigor and personal formation, blending the strengths of both modalities. Furthermore, technological tools such as video conferencing, online group discussions, and digital mentoring programs offer new opportunities for theological educators to remain engaged with students and continue to guide their personal and spiritual growth.

Looking ahead, the future of theological education will likely continue to be shaped by the ongoing development of digital technologies. Scholars like Langer (2023) predict that artificial intelligence, virtual reality, and advanced data analytics will play increasingly important roles in the way theological education is delivered. These technologies may enable more immersive learning environments, offering students new ways to engage with theological concepts and real-world ministry experiences. However, the challenge remains for theological institutions to ensure that the embrace of technology enhances, rather than detracts from, the mission of theological education: the formation of students who are not only knowledgeable in religious texts but also spiritually mature, capable of living out their faith in dynamic and impactful ways.

1.2. Statement of the Problem

The rapid advancement of technology has significantly transformed various sectors of society, including education. Within theological education, the integration of digital tools and resources is becoming increasingly prominent, reshaping how religious studies are taught and experienced. While technology presents numerous opportunities for expanding access and enhancing learning, there remains a gap in understanding the full extent of its impact on the quality and effectiveness of theological education. Many theological institutions have adopted technology-based learning platforms, but the challenges and potential consequences of these changes, particularly concerning the formation of spiritual and ministerial identity, have not been sufficiently explored.

One primary concern is the impact of technology on the communal aspects of theological education, which has traditionally been grounded in face-to-face interactions and mentorship. Theological education is not only about intellectual development but also about spiritual formation and the development of pastoral identity. Digital platforms and online learning environments, while offering flexibility and convenience, may inadvertently lead to a loss of the relational aspects of theological training that are crucial for developing a strong theological worldview and ministerial skills. The challenge lies in how to maintain the deep interpersonal connections essential to spiritual formation while integrating technological tools that facilitate academic learning.

Additionally, the shift toward online learning in theological education raises concerns about accessibility and equity. While technology can enhance access to education for students from diverse geographical regions, it can also exacerbate existing disparities. Students in regions with limited access to high-speed internet or advanced technological devices may face significant barriers to participating in fully online or hybrid theological programs. Furthermore, students who are not familiar with digital tools may struggle to engage with course materials effectively, which could hinder their learning experience. There is a need to better understand how these technological shifts can be balanced with efforts to ensure inclusivity and equal access to educational resources.

Another issue is the impact of technology on the quality of theological education itself. As theological institutions embrace online courses and digital learning, questions arise regarding the effectiveness of these new modes of instruction in delivering robust, comprehensive theological content. Theological education often involves deep engagement with sacred texts, doctrinal debates, and complex theological concepts, which may be challenging to teach through digital means. The depth of interaction between students and faculty, which often occurs in traditional, in-person settings, might be compromised in virtual classrooms, raising concerns about whether online theological education can truly replicate the holistic learning experience provided by face-to-face encounters.

The use of technology also presents challenges related to the preservation of theological traditions. Theologians and educators have long valued the classical methods of theological education, which emphasize theological inquiry through rigorous study, communal engagement, and mentorship. As technology becomes more integrated into theological education, there is a growing concern that these traditional practices could be overshadowed or diluted. The problem arises in balancing technological innovation with the preservation of theological integrity and the ongoing development of ministers who are grounded in deep theological reflection and spiritual maturity.

Finally, there is a need for further research into the long-term effects of technology on the spiritual formation of students within theological education. While online platforms and digital tools provide opportunities for learning, they may not always foster the same level of spiritual growth that comes from in-person interactions and experiences within a faith community. The question remains: can technology truly support the holistic development of future religious leaders, or does it risk reducing the spiritual formation process to a series of impersonal, transactional exchanges? As theological institutions continue to integrate technology, it is essential to assess the full implications of these changes on the formation of future ministers, particularly in relation to their personal faith development and their ability to serve within communities effectively.

1.3. Aim and Objectives of the Study

The aim of the study is to examine the Impact of Technology on Theological Education: A case study of Jos ECWA Theological Seminary (JETS). The specific objectives of the study are:

1. To examine how technology has changed the way theological education is delivered.
2. To assess the effectiveness of technology in enhancing learning outcomes in theological education.
3. To identify the challenges and opportunities that technology presents for theological educators and students.
4. To explore the attitudes and perceptions of stakeholders towards the integration of technology in theological education.

1.4. Research Questions

The research questions are buttressed below:

1. How has technology changed the delivery of theological education?
2. What is the effectiveness of technology in enhancing learning outcomes in theological education?
3. What are the challenges and opportunities presented by technology for theological educators and students?
4. What are the attitudes and perceptions of stakeholders towards the integration of technology in theological education?

1.5. Research Hypothesis

The hypothetical statement of the study is buttressed below:

Ho: Technology will not enhance the learning outcomes in theological education.

H1: Technology will enhance the learning outcomes in theological education.

1.6. Significance of the Study

The significance of this study lies in its potential to provide valuable insights into the impact of technological integration in theological education, specifically within the context of Jos ECWA Theological Seminary (JETS). As theological institutions worldwide increasingly incorporate technology into their educational models, there is a need for in-depth research that explores the implications of these technological shifts. This study will offer an understanding of how digital tools and online learning platforms are influencing both the academic and spiritual formation of students, enabling the seminary to evaluate its approach and make informed decisions about the future of its educational practices.

This research is particularly significant for JETS as it provides a focused case study that evaluates the practical outcomes of adopting technology in theological education. By assessing the challenges and opportunities presented by digital tools, the study will provide crucial data on how well JETS is adapting to the changing landscape of theological education. The findings will help the seminary understand the strengths and weaknesses of its current approach, offering a basis for strategic planning and curriculum development. This can ensure that JETS continues to offer a high-quality education that aligns with its mission of equipping students for effective ministry and leadership in their communities.

In addition to contributing to the improvement of JETS’ educational practices, the study will be significant for other theological institutions, particularly those in Nigeria and similar contexts, by offering a comparative framework. Many theological seminaries in developing countries face unique challenges, such as limited infrastructure, varying access to technology, and socio-economic disparities among students. The findings of this research will provide a roadmap for other seminaries considering the integration of technology into their programs, allowing them to learn from JETS’ experiences and adapt their strategies accordingly. This can lead to broader regional improvements in theological education and the development of more effective, inclusive teaching models.

Furthermore, the significance of this study extends to the broader field of theological education, as it explores the intersection between technology and spiritual formation. While much research has been done on the impact of technology in secular education, there is a notable gap in scholarship regarding its effects on theological training. This study will contribute to filling that gap by evaluating how technology can support or hinder the personal, spiritual, and ministerial development of students at JETS. The findings will offer theological educators a better understanding of how digital tools can be used to enhance spiritual formation, ensuring that future leaders are not only knowledgeable in religious doctrine but also deeply grounded in their faith and ministry practices.

The study’s significance is also highlighted by its potential to influence policy and decision-making within JETS and similar institutions. As theological education continues to evolve in response to technological advancements, it is essential for academic and administrative leaders to make informed decisions about the adoption and implementation of digital tools. By providing a thorough evaluation of the impact of technology on both academic and spiritual outcomes, this research will offer valuable recommendations for policy changes at JETS, particularly in areas related to curriculum development, faculty training, and student support services. These recommendations can help guide future investments in technology and ensure that technological advancements align with the seminary’s mission and goals.

Lastly, the findings of this study will be significant for the future of pastoral leadership in Nigeria and beyond. As the church continues to confront an increasingly digital world, it is crucial that theological institutions prepare their students to engage with technology in a way that enhances their ministry. The study will offer insights into how digital education can equip future pastors and church leaders with the skills necessary to navigate both the technological and theological challenges of modern ministry. By exploring how JETS prepares students for pastoral leadership in a digital age, this research will contribute to the broader conversation about the future of Christian ministry in an interconnected world, ensuring that theological education remains relevant and effective in shaping leaders who can serve their communities in the 21st century.

1.7. Scope of the Study

The study examines the Impact of Technology on Theological Education: A case study of Jos ECWA Theological Seminary (JETS)

1.8. Operational Definition of Terms

Impact: Impact refers to the significant or noticeable effect that one thing has on another. In the context of this study, the “impact” refers to the changes, effects, or outcomes that technology has on the structure, processes, and results of theological education. This encompasses both positive and negative consequences, including the ways in which technology influences the learning experience, student development, access to resources, and overall educational quality at Jos ECWA Theological Seminary (JETS).

Technology: Technology refers to the application of scientific knowledge, tools, systems, and methods to solve problems or achieve specific tasks. In the context of education, technology includes digital tools and platforms such as online learning systems, multimedia resources, software, internet-based applications, and communication technologies. These tools are used to facilitate the delivery of educational content, enhance the learning experience, and improve administrative and academic processes. In theological education, technology can range from online courses to digital theological resources like e-books, journals, and virtual seminars.

Theological Education: Theological education refers to the formal study and training in religious and spiritual matters, particularly those related to Christian theology, doctrines, church history, pastoral ministry, and biblical studies. It aims to equip individuals with the knowledge, skills, and spiritual formation necessary for effective ministry, leadership in the church, and engagement with society. Theological education is often provided by seminaries, theological schools, and institutions that train individuals for roles such as pastors, theologians, missionaries, and Christian educators.

ECWA Theological Seminary (JETS): ECWA Theological Seminary, often referred to as JETS, is a prominent Christian theological institution located in Jos, Nigeria, under the management of the Evangelical Church Winning All (ECWA). It is dedicated to providing theological education and ministerial training to prepare students for leadership and service in the church and society.

Project – The Impact of Technology on Theological Education: A case study of Jos ECWA Theological Seminary (JETS)