This study determined Technological Innovations on Business Education Lecturers’ Job Performance in Nigeria. To achieve the purpose of the study, two research questions were raised and two hypotheses were formulated to guide the study. The study adopted survey research design. The population of the study consist of 136 business education lecturers in tertiary institutions in Cross River State, Nigeria, they were all involved in the study due to the manageable size of the population. A 14 item questionnaire titled “Technological Innovations and Business Education Lecturers’ Job Performance Questionnaire” (TIBELJPQ) was used for data collection. The TIBELJPQ was validated by three (3) experts. The overall Cronbach Alpha Reliability coefficient was 0.83. One hundred and thirty six (136) copies were successfully retrieved. The data collected were analysed using mean (X) and Standard Deviation (SD) to answer the research questions. The null hypotheses were tested at 0.05 level of significance using independent t-test. The findings from data analysis showed that digital library and video assisted learning utilisation influenced business education lecturers’ job performance in tertiary institutions. While the test of hypotheses revealed that there is no significant difference in the mean responses of male and female business educators on the influence of digital library and video utilisation, on lecturers’ job performance in tertiary institutions. The study also revealed that there is no significant difference in the mean responses of business educators on the influence of digital library and video assisted learning utilisation on lecturers’ job performance in tertiary institutions based on the year of experiences. Based on the findings of the study, it was recommended among others that business education lecturers should cultivate the habit of registering and using digital libraries that are mostly free, as this would not only keep them updated but would ensure lecture notes/materials used in teaching are current.