Abstract
There is limited empirical evidence arguing against accepting and using podcasts for educational purposes. This may in part, explain the recent surge in the acceptance of podcasts for pedagogy, alongside the COVID-19 pandemic. Both students and lecturers have been greatly affected by this pandemic which may explain the uptake in the use of podcasts. However, few studies have explored podcast use for pedagogy and thus, there is limited empirical backing. This study investigated pedagogy and considered podcast performance expectancy, effort expectancy, social influence, facilitating condition, cultural, social, and political beliefs factors in Nigerian universities. This research introduced cross-sectional quantitative methods, which utilised a questionnaire, gathering data from three Federal Universities in Nigeria. The formulated hypothesis was rejected using multiple regression and a total of eight hundred and twenty-nine questionnaires were gathered from Nigerian university lecturers. The data was analysed and the results showed a low-level outcome with regards to podcast acceptance for pedagogy in Nigeria Federal Universities.