ASSESSMENT OF DIGITAL EDUCATION AND CAPACITY BUILDING THROUGH INTERDISCIPLINARY RESEARCH IN NIGERIAN TERTIARY INSTITUTIONS

Abstract

The advent of digital technology has transformed educational landscapes globally, and Nigeria is
no exception. This paper explores the transformative potential and practical challenges of
integrating Artificial Intelligence (AI) into the Nigerian educational landscape, aimed at
addressing systemic hurdles such as the estimated 18.5 million out-of-school children and high
illiteracy rates. By analyzing the uses and impact of AI on teaching and reading, the study
highlights the significance of digital education through Personalized and Adaptive Learning
(PAL), which offers scalable solutions to overcrowded classrooms and uneven teacher
distribution. The research advocates for a "hybrid human-AI" capacity-building model, where
educators transition from primary content providers to facilitators, leveraging "virtual tutors" and
automated assessment tools to enhance engagement and efficiency. Among the findings from the
assessment reveal a paradox of high readiness versus low infrastructural capability. While
Nigerian teacher educators demonstrate a strong positive perception of AI (Mean score 3.35) and
a high willingness for training (87.1%), adoption is critically hampered by financial constraints
(42.3%) and infrastructural deficiencies (25%), including unstable electricity and low internet
penetration Significant gaps identified include a "digital divide" that restricts AI access to
privileged institutions and a "sociolinguistic mismatch" where global AI tools lack local cultural
and linguistic context. Furthermore, the study underscores ethical risks such as "metacognitive
laziness" and data privacy concerns. The paper concludes that achieving equitable scale requires
prioritizing government investment in basic infrastructure (Pillar 3 of NDEPS), mandating
culturally relevant AI tools, and implementing robust ethical frameworks to ensure AI
complements rather than replaces human pedagogy.