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Abstract
Fine and applied arts in Nigerian secondary schools still lean on demonstration-and-copy routines even as cheap projectors, phones, and design applications make studio-like trial and error easier to organise. This study examined the influence of integrating digital technologies on experiential learning among senior-secondary art students and teachers in Enugu Education Zone. A correlational survey with a nested quasi-experimental check was used. Proportionate stratified sampling yielded 48 art teachers and 312 SS2 students from 24 public and private schools (teacher α = .84–.91; student α = .82–.89). Digital-technology integration, teacher TPACK, and studio access jointly explained 44.7% of the variance in student experiential-learning scores, F(3, 308) = 83.02, p < .001. Digital integration was the strongest predictor, β = .36, p < .001, f² = .16. Students in classes whose teachers scored above the TPACK median outperformed peers on a performance task, t(310) = 5.41, p < .001, d = 0.61. Public and private schools did not differ once integration was controlled, F(1, 309) = 1.84, p = .176. Integrating phones, simple editing software, and projected exemplars in art rooms measurably deepens Kolb-type concrete experience and active experimentation in the Zone.