Articles

Evolving from the ideas of Alan M. Turing and his colleagues in computer design who worked on the analogy between the human brain and the computer in the 1940s and early 1950s, Artificial intelligence (AI) has permeated many disciplines. This paper x-rays the concept of AI and its branches, dwelling on the role of AI in education and national development (AIEDND). In this review paper, insights have been sought into three critical questions: (1) How does artificial intelligence contribute to teaching, learning and research? (2) How does artificial intelligence contribute to national development? (3) What are the challenges of the use of AI in education and national development? The extensive literature review followed by the content analytical review of some research articles reveals a plethora of AI applications in education and national development, encompassing those for adaptive learning and personalized tutoring, intelligent assessment and management, profiling and prediction, and emerging products. The paper also examines the adoption, impacts, and challenges associated with AIEDND. In summary, this research offers valuable insights for interested scholars to comprehend the current state of AI applications in education and national development (AIEDND) and to identify future research opportunities in this dynamic field.

Artificial intelligence (AI) national strategies provide countries with a framework for the development and implementation of AI technologies. The approach of AI national strategies differentiates between developed and developing countries in several aspects including scientific research, education, talent development and ethics. The rapid growth of Artificial Intelligence (AI) presents both significant opportunities and challenges for developing countries like Nigeria. A well structured policy framework is crucial to maximize the benefits of AI while mitigating its risks. This paper proposes a comprehensive AI policy framework emphasizing the need for robust infrastructure, education and training programmes, capacity building, ethical governance to ensure fairness in transparent in AI applications.

Technology has permeated all aspect of human endeavors. One of the most powerful and recent advancements in technology is the Artificial Intelligence (AI). AI is reshaping all spheres of lives: education, arts, music, language, engineering, medicine and so on. This paper examines the role of AI in education in Nigeria, while noting the prospects and challenges for a smooth integration of the technology in the Nigerian educational space. The paper averred that persuasive use of AI is capable of transforming teaching, learning and evaluation techniques in the educational sector in such a dimension that the untold benefits could ultimately lead to Nigeria's national development.

This study investigated the effect of AI-focused professional development on teachers' pedagogical effectiveness and students' Mathematics achievement in Ogoja Education Zone, Cross River State, Nigeria. Using a quasi-experimental design, 100 teachers and 200 SS1 students were divided into trained and untrained groups. Data were collected through the Teacher Pedagogical Effectiveness Questionnaire (TPEQ) and a Mathematics Achievement Test (MAT), with Cronbach's Alpha reliability index of 0.79 and Kuder-Richardson Formula 20 (KR-20) reliability index of 0.75, respectively. Results showed that trained teachers demonstrated higher pedagogical effectiveness (M = 4.12, SD = 0.40) than untrained teachers (M = 3.78, SD = 0.54), while their students achieved better scores (M = 72.4 vs. 68.7). One-way ANOVA confirmed statistically significant differences (p < 0.05), though with small effect sizes. The findings suggest that AI-based training improves instructional quality and student outcomes, highlighting its value for educational development in semi-urban Nigerian contexts.

Artificial Intelligence (AI) is increasingly transforming educational systems globally, offering innovative approaches to improving teaching, learning and educational management. In Nigeria, persistent challenges such as poor educational quality, limited access and infrastructural deficits continue to hinder national development. This paper critically examines the role of AI in enhancing educational quality and its implications for sustainable national development in Nigeria. It also explores AI applications in personalized learning, intelligent tutoring, teacher development and educational administration. Despite its potential, challenges such as digital divide, inadequate infrastructure, policy gaps, and ethical concerns remain significant. It was concluded that strategic investment, policy reforms, and capacity building are essential to maximize the benefits of AI in Nigeria's education sector.

Artificial intelligence is a promising technology that has the potentials of change many facets of the educational system including playing a significant role of actualizing sustainable national development. The incorporation of Artificial Intelligence (Al) in educational management has generally enhanced administrative efficiency, data-driven decision-making, and personalized learning. However, its rapid integration raises ethical challenges concerning fairness, transparency, privacy, and accountability. The paper develops a conceptual review for Artificial intelligence, educational management, AI in educational management, and explores applicability of Al in educational management. The paper emphasizes the importance of fairness and non-discrimination of Al decisions, protection of personal data, and human-centered approaches in decision-making processes. The paper also argues that for Al to be sustainable and trusted in educational systems. It concludes by offering practical suggestions to guide educators, policymakers, and developers to adopt ethical standards that safeguard the rights and dignity of all stakeholders, aligned with core educational values.

This study investigated the effectiveness of physics software in enhancing the academic performance of secondary school students in Physics in Oredo Local Government Area of Edo State, Nigeria. The study adopted a quantitative research approach. Four research questions were formulated to guide the study, alongside two corresponding null hypotheses. A sample of one hundred and twenty (120) senior secondary school students�comprising 60 males and 60 females�was randomly selected from four public secondary schools in the study area. Data were collected using a Physics Achievement Test (PAT) and analyzed using mean, standard deviation, and independent samples t-test. The findings revealed that students exposed to physics instructional software demonstrated significantly higher academic performance, particularly in physics concepts such as mechanics and electricity, compared to those taught using conventional teaching methods. Consequently, the null hypothesis on the effect of physics software on students' academic performance was rejected. The study further showed that gender had no significant influence on the academic performance of students taught Physics using software-based instruction. Thus, the hypothesis which stated that there would be no significant difference between the performance of male and female students taught Physics using software was retained. The study concludes that integrating physics software into classroom instruction enhances students' understanding and performance and recommends its adoption in secondary school Physics teaching.

The study investigated relationship between utilization of artificial intelligence (AI) and management of public universities in Cross River State, Nigeria, for national development. The study was guided by two research questions and two hypotheses were formulated and tested at 0.05 level of significance. The study adopted correlation research design. The population of the study consisted of 3,785 staff in two public universities in Cross River State, Nigeria. A sample of 400 staff was selected using simple multi-stage sampling procedure. Two 15-items questionnaires titled �Utilization of Artificial Intelligence Questionnaire (UAIQ)� and �Management of Public Universities for National Development Questionnaire� (MPUNDQ)' were used for data collection. The questionnaires were structured on four point rating scale of Strongly Agree (SA)=4, Agree (A)=3, Disagree (D)=2 and Strongly Disagree (SD)=1. The questionnaires were trial tested on 30 staff using Cronbach Alpha statistic and reliability coefficients of its 0.93 for UAIQ and 0.95 for MPUNDQ were obtained. The data collected were analyzed using simple Pearson Product Moment Correlation to answer research questions and test the null hypotheses. The findings of the study showed that there is strong positive significant relationship between utilization of artificial intelligence (AI) and management of public universities in Cross River State, Nigeria. The study concluded that improved utilization of AI brings about improvement in the management of public universities thereby leading to achievement of national development. The study therefore concluded that public universities should strengthen utilization of AI particularly in the areas of personnel administration and instructional practices in order to enhance achievement of national development in Nigeria.

Artificial Intelligence (AI) is transforming education globally, creating opportunities to redesign curricula that equip learners with digital, cognitive, and ethical skills essential for national development. In Nigeria, recent educational reforms have integrated AI, coding, and computational thinking into the national curriculum to prepare students for technology-driven industries and a globalized economy. This paper examines the role of AI in curriculum education and its contribution to Nigeria's national development. It discusses policy initiatives by the Federal Ministry of Education, curriculum revisions by the Nigerian Educational Research and Development Council (NERDC), and teacher capacity development guided by the Teachers Registration Council of Nigeria (TRCN). Implementation strategies, including curriculum integration, learner-centered pedagogy, and practical AI applications, are explored. The study identifies key challenges such as inadequate infrastructure, limited teacher preparedness, funding constraints, and digital inequity, while emphasizing the importance of ethical frameworks for AI usage. Findings suggest that AI curriculum enhances critical thinking, problem-solving, creativity, and technological literacy, fostering innovation, youth empowerment, and economic diversification. The paper concludes that sustainable AI curriculum implementation requires continuous teacher training, investment in digital infrastructure, ethical monitoring, and publicprivate collaboration. Based on these insights, practical recommendations are proposed for policymakers, educators, and stakeholders to ensure equitable and effective AI adoption in schools.

Currently, teaching and learning has been shifted from traditional approach to modern approach due to globalization and influence of technology in day to day activities. Therefore, the application of artificial intelligence has become a fundamental key in transforming classroom activities that has generated educational reforms in Nigerian education system at all levels including tertiary education. This study seeks to examine the impact of the application of artificial intelligence in teaching and learning in Colleges of Education in Kano state. Three research objectives with corresponding research questions were raised to guide the study. A Descriptive Survey Design was employed involving three hundred and ninety (390) respondents (300 students and 90 lecturers) through multi stage sampling technique. A researcher's made structured questionnaires were used for data collection. The reliability coefficient was established using Cronbach's Alpha method and the value obtained was 0.84 and 0.81 respectively. Frequency counts, Mean and Standard Deviation were the statistical tools used to analyze the data. The results of the study revealed that insufficient funds, poor skills and competencies as well as epileptic power supply are the major challenges facing the application of artificial intelligence in teaching and learning in colleges of education. Therefore it is recommended among others, that education should be fully funded, while lecturers should be given sufficient training on how to apply artificial intelligence to enhance effective instructional delivery in the 21st century.

Assessment analytics has emerged as a transformative approach in education, leveraging data driven insights to enhance teaching, learning, and institutional decision-making. This paper examines the concept, components, applications, benefits, and challenges of assessment analytics, highlighting its potential to shift educational evaluation from traditional, summative assessment toward continuous, evidence-based, and learner-centered practices. By systematically collecting, analyzing, and interpreting student performance and behavioral data, assessment analytics enables personalized learning, early identification of at-risk learners, curriculum improvement, and professional development for educators. Key components include data collection, storage and management, processing, analysis, interpretation, and reporting, all of which work together to convert raw educational data into actionable insights. Despite its advantages, the implementation of assessment analytics faces challenges, including data privacy concerns, algorithmic bias, technological infrastructure limitations, equity issues, and the need for teacher preparedness. The paper concludes with recommendations for ethical, effective, and sustainable use of assessment analytics in educational settings, emphasizing the integration of AI insights with human judgment. By adopting assessment analytics thoughtfully, institutions can foster improved learning outcomes, enhanced instructional quality, and a more responsive and inclusive educational system.

This paper examines the role of artificial intelligence (AI)-driven social education in enhancing human capital development and improving labour market productivity in Nigeria. The study is structured into key sections, including an introduction to the concept of AI in education, a review of global trends and lessons, an analysis of Nigeria's education and labour market landscape, and a sectoral assessment covering agriculture, manufacturing, and the information and communication technology (ICT) sector. It further explores the opportunities and challenges associated with AI adoption in Nigeria's education system, particularly in relation to skills gaps, digital divide, and the dominance of the informal sector. The findings reveal that while AI-driven education has the potential to personalize learning, improve skill acquisition, and align education with labour market demands, its effectiveness in Nigeria is constrained by infrastructural deficits, limited digital literacy, and weak institutional frameworks. The paper argues that without deliberate policy action, the benefits of AI in education may remain unevenly distributed, thereby exacerbating existing inequalities. The study recommends the development of a comprehensive national AI-in-education policy to standardize adoption and ensure equitable access, alongside increased investment in digital infrastructure to support inclusive implementation. The paper concludes that strategic integration of AI into Nigeria's education system can significantly enhance workforce productivity and support sustainable economic development.

The algorithmic curation of public discourse by artificial intelligence has fundamentally restructured the public sphere into digitally mediated environments where information flow, opinion formation and civic engagement are increasingly shaped by systems optimized for engagement rather than democratic values. This paper argues that a profound civic AI literacy gap has emerged, leaving citizens vulnerable to manipulation, unable to exercise informed consent and excluded from governing technologies that shape their civic lives. Drawing on existing literacy frameworks, the paper develops a multidimensional model of civic AI literacy encompassing three core dimensions: technical understanding of how AI systems function and shape information environments; critical evaluation skills for assessing AI-generated content and identifying manipulation; and ethical-participatory awareness for democratic stewardship of technological systems. The paper demonstrates that systematic AI literacy education is feasible and adaptable across diverse national contexts. Based on these findings, the paper proposes a multi-tiered implementation strategy integrating civic AI literacy into formal education curricula across all levels, community-based lifelong learning programs and public policy frameworks that mandate platform transparency and democratic accountability. The paper concludes that without systematic education about AI's role in shaping discourse, citizens cannot meaningfully participate in, critique or steward the digital environments essential to 21st-century democracy, making AI literacy not merely an educational reform but an urgent investment in democratic resilience.

Tertiary education is the pivot of manpower training and national development in any country and it is expected that the integration of artificial intelligence (AI) in higher education would not only boost teaching and learning but also enhance administrative efficiency in Nigeria's higher institutions of learning. However, the challenges in reaping the benefits inherent in its adoption in a developing nation like Nigeria are quite enormous. Adopting a comprehensive review of existing literature this paper is a qualitative research which explored the relevance of artificial intelligence in Nigeria's tertiary institutions with respect to national development objectives. Specifically, this paper explored the impact of artificial intelligence on effective students learning, implementation of quality instruction and administrative efficiency. It also examined the hurdles in the adoption of artificial intelligence and how they can be managed to promote national development. The paper concluded that the adoption of AI platform in tertiary institutions of learning would act as a catalyst to national development in Nigeria. Finally, the paper recommended that Nigerian governments at state and federal levels should ensure adequate funding of tertiary institutions for the integration of artificial intelligence in all public tertiary institutions in Nigeria.

This paper explores Negative Impact of ASUU Strike on students' academic performance in tertiary institutions. The negative impact of strike action usually pose a lot of negative effects on the student's academic performance. This is because the period that should been used to teach the students is spent at home all in the name of strike. This makes it impossible to cover the course work at the end of the semester, the students come out of school with lesser knowledge than they ought to have acquired, thereby making it very hard for them to compete with their counterparts that finished from private schools. The comparative assessment on negative impact of ASUU strike includes: disruptions of the academic calendar, exclude institution from global collaboration, degrade education quality, prolong course duration, affect students mental health, and impose financial burden on parents. The research design used was survey. The sample for the study was hundred (200) students, across two Federal and two State University. The instrument used in this study was Likert Scale, agree, disagree and strongly disagree. The data collected via questionnaires and analysed using Mean and Standard Deviation. The findings of this research are expected to contribute to policy discussion on the negative impact of ASUU strike on students' academic performance in tertiary institutions in Nigeria. By providing empirical data on the role of the government. This study offers practical recommendations that condition of service and working environment in tertiary institution should be improved by government to enhance the dignity of labour for the staff, cordial relationship and effective measures should be put on ground by government, Academic Staff Union of Universities (ASUU), Nigeria Labour Congress (NLC), Nigerian Union of Teachers (NUT) etc. to check incessant strike action in the educational system.

The integration of Artificial Intelligence (AI) into educational administration has become a transformative trend in modern school management. This paper examines the implementation of AI-driven school management systems in secondary schools in Cross River State, highlighting the associated challenges and opportunities. AI- driven systems are designed to automate administrative tasks, analyze large volumes of data, support data-driven decision-making, monitor student performance, optimize resource allocation, and enhance communication among stakeholders. The study identifies key opportunities such as improved administrative efficiency, personalized learning support, early intervention for at-risk students, and enhanced transparency in school operations. However, it also highlights challenges including high implementation costs, inadequate technological infrastructure, limited technical expertise among school staff, data privacy concerns, and resistance to change. The paper further outlines strategies for effective implementation, including infrastructure development, capacity building, stakeholder engagement, phased deployment, system integration, continuous monitoring, and ethical governance. The findings suggest that, when effectively implemented, AI-driven school management systems can significantly improve administrative efficiency, educational quality, and learning outcomes in secondary schools. The study concludes that embracing AI technologies offers a strategic pathway for modernizing school administration and enhancing the overall educational experience in Cross River State.

This study investigated pre-service teachers' preparedness for integrating artificial intelligence (AI) tools in teaching across Colleges of Education in Bauchi State. Three research objectives and three corresponding research questions guided the study. The descriptive survey research design was adopted. The population comprised all 356 NCE III pre-service teachers offering educationrelated courses in the three Colleges of Education in Bauchi State. Using Krejcie and Morgan's table for sample size determination, a sample of 186 pre-service teachers was selected to participate in the study. A structured questionnaire titled "Pre-Service Teachers' Awareness and Knowledge for AI Integration Questionnaire (PTAAIQ)" served as the main instrument for data collection in the study. The instrument was validated by experts in educational technology and measurement and evaluation. Data collected were analyzed using mean and standard deviation with the aid of SPSS version 23. Findings revealed that pre-service teachers demonstrated a high level of awareness of common AI tools for teaching. However, their knowledge of AI functionalities and pedagogical uses was found to be moderate. The study further showed that preservice teachers possessed low practical competence in using AI-based educational tools due to limited hands-on experience. The study concludes that although awareness of AI is relatively high, insufficient knowledge depth and weak practical skills limit effective integration into classroom instruction. It is recommended that Colleges of Education provide structured AI literacy courses, expand opportunities for hands-on practical training, and equip institutions with relevant AIsupported technologies to enhance pre-service teachers' preparedness for AI-driven teaching. Keywords: Artificial Intelligence (AI); Pre-service Teachers; Awareness; Knowledge; Practical Competence; AI Integration.

This paper examines the integration of artificial intelligence in tertiary education and its implications for national development, with a particular focus on Nigeria. Drawing on recent literature and global policy developments, it defines artificial intelligence as computational systems that support personalized learning, adaptive assessment, institutional management, and research processes. It presents tertiary education as a key driver of human capital development, technological progress, and socio-economic transformation, and explains how the careful adoption of artificial intelligence can strengthen these functions. The paper identifies several opportunities. These include personalized and inclusive learning at scale, improved quality assurance and administrative efficiency, increased research productivity, and stronger graduate employability through artificial intelligence literacy and digital skills. In this way, tertiary institutions function both as users of artificial intelligence tools and as centers for developing artificial intelligence knowledge within national innovation systems. However, the paper also examines significant risks, especially in settings marked by weak infrastructure and limited regulatory capacity. Key concerns include data privacy and security vulnerabilities, algorithmic bias and digital exclusion, threats to academic integrity associated with generative systems, and potential disruptions to professional roles within and outside universities. The paper maintains that artificial intelligence is neither inherently beneficial nor harmful. Its contribution to national development depends on clear regulation, ethical safeguards, institutional preparedness, and sustained investment in infrastructure and human capacity. It concludes by recommending policy measures 166 Vol. 13, No. 1, May 2026, p166-175, ISSN: 699-3-7 THE NIGERIAN EDUCATOR, APeter Eje Ogar; Innocent Angiating Utubaku & Moses Attah Utu-Baku Harnessing Artificial Intelligence in Tertiary Education For National Development: Opportunities, Risks and Policy Directions Vol. 13, No. 1, May 2026, p166-175, ISSN: 699-3-7 https://www.thenigerianeducator.com/

This study investigated the influence of Artificial Intelligence (AI) tools on the teaching of Business Education in Federal College of Education (FCE) Obudu. The research adopted a descriptive survey design. The population consist of 27 teaching staff. Census sampling techniques was adopted in the study. A structured questionnaire was used to collect data from 27 Business Education lecturer. The questionnaire focused on teachers' awareness of AI tools, their utilization in instructional practices. 3 experts validated the instrument. Data were analyzed using descriptive statistics, including mean scores. The findings revealed that teachers' awareness of AI tools significantly enhances their ability to integrate technology into lesson delivery, while the utilization of AI tools improves teaching effectiveness, student engagement, and understanding of complex business concepts.it was recommended that Provision of regular training and workshops for teachers on the use of Artificial Intelligence tools in teaching Business Education, provision of adequate technological infrastructure such as computers, AI software, and reliable internet facilities in FCE Obudu. Integration of Artificial Intelligence tools and digital teaching strategies into the Business Education curriculum.

The evolving integration of Artificial Intelligence (AI) into education systems presents significant opportunities for transforming teacher education and strengthening national development outcomes. This paper examines the extent to which AI-enabled pedagogical practices in teacher education institutions contribute to human capital formation and national competitiveness. Guided by Human Capital Theory and the Diffusion of Innovation framework, the study conceptualizes AI integration as a systemic pedagogical shift that enhances competency development, instructional efficiency, and workforce preparedness. A cross-sectional survey design was employed, targeting teacher educators and pre-service teachers across institutions. Data were collected using a structured and validated questionnaire measuring AI adoption, pedagogical innovation, digital competency development, institutional readiness, and perceived national development outcomes. Descriptive statistics, correlation analysis, and multiple regression techniques were used to analyze the data. Findings suggests that AI-enabled instructional practices such as adaptive learning systems, AI-supported assessment, and intelligent content generation are positively associated with enhanced digital skills, critical thinking, and instructional effectiveness. AI integration significantly predicts perceived improvements in human capital quality and national competitiveness. However, infrastructural limitations, insufficient training, and policy inconsistencies moderate these effects. The study provides empirical evidence linking pedagogical transformation in teacher education to broader development objectives and underscores the need for strategic policy alignment and capacity-building to maximize the national benefits of AI integration.

It is a well known fact that education always has a close association with knowledge and information, with communication of the learners and the educators. Formal education which started in our country with the Teacher solely giving learning to the students has gradually changed. Schools, colleges and universities were established; self-learning has also been introduced; Massive Open Online Courses (MOOC) has been introduced as well. With the course of time, educational systems has developed better output resulting in the present day emergence of Artificial Intelligence and its use in the field of education as well as in Guidance and Counseling (Saha and Mete 2017). The incorporation of Artificial Intelligence (AI) into guidance and counseling within the education sector is a life changing development, playing a very significant role in fostering national development by optimizing human capitals. This is a unique opportunity as well as a real responsibility for Counselors in the educational enterprise that are collectively faced with threshold challenges in the field of education to brace up to the new demands. Artificial Intelligence (AI) is rapidly transforming various sectors, including education and national development. In the realm of guidance and counseling, AI offers the potential to transform the way students receive support. This study, artificial intelligence in guidance and counseling identified virtual counselors, emotional intelligence and career guidance as some of application of AI in guidance and counseling in schools. Benefits of AI in counseling, such as improved accessibility, early intervention, and data-driven insights will also be identified. The integration of Artificial Intelligence (AI) into the field of guidance and counseling will presents a significant opportunity to revolutionize students' support services in schools. This study also suggest that, educational institutions should invest in the provision of AI infrastructure, which include data storage, processing power, and cyber security measures to facilitate the application of AI in school counseling. By so doing, AI can be used to improve students' academic success and well-being. In areas where there is shortage of man power in the system, AI-driven tools such as chat-bots, predictive analytics, and virtual reality are being adopted to address the shortage of trained counselors and improve students' outcomes in academic, social, and psychological domains. Vol. 13, No. 1, May 2026, p195-199, ISSN: 699-3-7 195 THE NIGERIAN EDUCATOR, Abuato Promise Egrami; Ajie Imaobong Gospel & Stella Nke Artificial Intelligence in Guidance and Counselling: Implication for National Development Vol. 13, No. 1, May 2026, p193-197, ISSN: 699-3-7 https://www.thenigerianeducator.com/

The main objective of this study was to explore the challenges and opportunities of integrating artificial intelligence (AI) in vocational education and teacher training in tertiary institutions in plateau state, Nigeria. The study employed a mixed-methods (qualitative and quantitative) approaches. The population for the study includes vocational teachers, students, and educational policymakers in institutions of higher learning in Plateau State. A stratified random sampling technique was used. 200 subjects, comprising 100 teachers, 50 students, and 50 policymakers constituted the sample for the study. Survey instrument was used to collect data on demographics, AI literacy and experiences with AI integration in vocational education. Utilizing a qualitative approach, data were collected through experts' interview. The Quantitative data was analyzed using T- tests, and ANOVA as statistical tools. A semi-structured qualitative interview was conducted with 20 vocational teachers and trainers who participated in the survey to gather more in-depth insights into their experiences with AI integration in vocational education. The qualitative data from interviews was subjected to thematic analysis approach. A conceptual research model was developed based on the Technology Acceptance Model (TAM), which examined perceived usefulness and ease of use as key determinants of AI adoption. The findings revealed among others that while AI can significantly improve learning outcomes and administrative efficiency, its implementation requires strategic planning, teacher training, and regulatory frameworks. AI integration in vocational education could provide opportunity for students to develop skills in emerging technologies and improve their employability. The findings have implications for the teacher training programs, which need to priorities AI literacy and integrating skills.

Artificial intelligence (AI) is transforming educational management by enhancing administrative efficiency, optimizing resource allocation and enabling personalized learning, which acts as a catalyst for national development through improved human capital. By integrating AI in planning, data analysis, and decision making, institutions can boost competitiveness reduce operational costs, and foster sustainable development. This paper explores the role of AI in educational management, high lighting its applications, benefits, and challenges. It examines how AI can improve administrative tasks, student outcomes and decision-making processes, ultimately contributing to national development. The paper concludes by discussing the need for policymakers, administrators and educators to develop AI enabled strategies that foster a digitally transformed education system, equipping citizens with the skills required for a rapidly changing world.

Artificial Intelligence (AI) is bringing a transformative innovation in all aspect of human endeavors but adaptation to this new innovation has been a serious challenge especially for developing countries like Nigeria. AI is playing essential role in workplaces, Education especially as it concerns teaching and learning, businesses and in the entertainment industry. In the modern world many are conceiving AI as a technological tool that enhances changes, and lead to efficiency in handling certain tasks while other perceived Artificial Intelligence (AI) as a discouragement to a genuine human Intelligence in exchanging information, teaching methods learning approaches, scientific research and evaluation of information among other things. The paper discusses the roles of AI, the prospects, limitation and potential challenges of incorporating the use of AI into Tertiary Education System. The paper concludes that regardless of all the limitation characterizing AI, it benefits Tertiary Education and lead to national development in Nigeria.

This study examined the impact of Artificial Intelligence (AI) on Religious Studies education and its contribution to national development in Plateau State, Nigeria. Specifically, it explored the extent of AI adoption, its effect on teaching effectiveness, student learning outcomes, research productivity, and the broader influence on national development indicators, including peacebuilding, ethical leadership, digital literacy, and civic responsibility. The study adopted a descriptive survey research design with correlational and explanatory components. The population comprised 3,800 stakeholders, including Religious Studies teachers, lecturers, students, academic researchers, and institutional administrators from 5 Local Government Area of Plateau State with a sample of 380 respondents were selected using stratified random sampling. Data were collected using the structured Artificial Intelligence in Religious Studies and National Development Questionnaire (AIRSNDQ) and analyzed through descriptive statistics, Pearson Product Moment Correlation, and multiple regression analysis at a 0.05 significance level. The findings revealed strong positive correlations between AI adoption and teaching effectiveness (r = .821), AI adoption and research productivity (r = .864), and research productivity and national development (r = .902). These results indicate that AI integration significantly enhances instructional delivery, student learning, and scholarly output. Regression analysis confirmed that AI adoption, teaching effectiveness, and research productivity collectively explained 88.9% of the variation in national development outcomes (R? = 0.889). The study concluded that AI plays a transformative role in Religious Studies education by improving teaching quality, strengthening research capacity, and promoting national development. Recommendations include investment in AI-driven educational technologies, integration of AI competencies into Religious Studies curricula, and capacity-building programs for lecturers and students to maximize AI's educational and societal benefits.

The increasing advancement of Artificial Intelligence (AI) has significantly transformed various sectors of society, including education and workforce development. In Nigeria, vocational education remains a critical pathway for equipping individuals with practical skills necessary for employment, entrepreneurship, and economic growth. However, the effectiveness of vocational education in the country has been hindered by numerous challenges such as outdated instructional methods, inadequate training facilities, limited access to modern technologies, and insufficient alignment with labour market needs. This paper examines Artificial Intelligence as a strategic tool for enhancing the quality of vocational education for sustainable development in Nigeria. Using a conceptual and analytical approach with the Human Capital Theory, by Becker (1993), the paper explores how AI technologies such as intelligent tutoring systems, virtual simulations, adaptive learning platforms, and automated assessment systems can improve teaching, learning, and skill acquisition in vocational education. The paper further highlights the potential contributions of AIdriven vocational training to sustainable development through improved employability, innovation, and economic productivity. Despite these opportunities, the adoption of AI in Nigerian vocational institutions faces several challenges including poor digital infrastructure, inadequate technical capacity among instructors, funding limitations, and digital inequality. The paper therefore recommends increased government investment in digital infrastructure, teacher capacity building, curriculum reform, and stronger collaboration between educational institutions and industry stakeholders. The paper concludes that strategic integration of Artificial Intelligence into vocational education can significantly strengthen human capital development and contribute to sustainable development in Nigeria.

The internet has transformed human society, reshaping how we work, learn, and spend our free time. Artificial Intelligence (AI) is now driving a new frontier of innovation across education, business, corporate practice, security, and public policy. With deep learning and robotics, AI systems are creating both disruptive and enabling impacts on governments, industry, and global sustainability efforts. As the AI revolution unfolds, it presents dual possibilities: a utopian future of human-machine collaboration or a dystopian one marked by conflict, poverty, and social fragmentation. Against this backdrop, the present study examines AI and robotics as innovations in science for sustainable development, with particular emphasis on science education. Based on a review of recent literature, promising research across diverse fields highlights the potential of AI to address fundamental societal challenges, including climate change, economic resilience, poverty reduction, and social sustainability. However, a critical gap persists: while AI advances rapidly, science education curricula and teacher preparation lag in integrating real-world AI applications, datasets, and ethics needed to develop a workforce capable of steering AI toward sustainable outcomes. This study contributes by: providing a comprehensive overview of AI innovations that directly support the United Nations Sustainable Development Goals, analyzing how these innovations create new pedagogical demands for science education, and outlining future research avenues that align AI development with educational reform. The findings suggest that bridging AI and science education is essential to ensure technological progress translates into equitable, secure, and sustainable societies.

The persistent gap between investment in academic staff development and measurable performance outcomes in Nigerian universities, particularly in teaching effectiveness and research productivity, remains a major concern despite growing global emphasis on technologydriven education. This study therefore examines how Artificial Intelligence (AI)-based training enhances academic staff performance in Ahmadu Bello University, Zaria, and its implications for national development. The study adopted a descriptive survey research design. The population comprised academic staff in the Faculty of Administration, from which a sample size of 77 respondents was determined using Yamane's (1967) formula and selected through simple random sampling technique. Primary data were collected using structured questionnaires and interviews. Data were analyzed using both descriptive statistics (frequencies and percentages) and inferential statistics (multiple regression analysis) with the aid of SPSS. The findings revealed that AI-based training significantly improves academic staff performance by enhancing teaching effectiveness, digital competence, and assessment practices. Additionally, AI-driven research tools were found to significantly increase research productivity through improved data analysis, academic writing, and access to scholarly resources. The regression results indicated that both AI-based training and AI research tools have statistically significant effects on academic staff performance. The study concludes that AI-based training is a critical driver of academic excellence and a strategic tool for strengthening higher education systems in the digital age. It is recommended that universities integrate AI-driven training into staff development programs, while government agencies should expand funding to support digital infrastructure and AI capacity building. However, the study identified a gap in existing literature, particularly the limited empirical focus on AI-based training within specific institutional contexts in Nigeria, as most previous studies emphasize conventional training methods. The study therefore contributes to knowledge by providing empirical evidence on the role of AI in enhancing academic staff performance and its broader implications for national development. 246 Vol. 13, No. 1, May 2026, p246-257, ISSN: 699-3-7 THE NIGERIAN EDUCATOR, Daniel Kelvin John; Dr. John Orih Joseph & Hassan N.T Enhancing Academic Staff Performance through Artificial Intelligence-Based Training: A Study of Ahmadu Bello University and Its Implications for National Development Vol. 13, No. 1, May 2026, p243-254, ISSN: 699-3-7 https://www.thenigerianeducator.com/

The integration of artificial intelligence (AI) in language education has the potential to revolutionize the way languages are taught and learned, contributing significantly to national development in Nigeria. This paper explores the opportunities and challenges of Al powered language learning tools in enhancing language proficiency, promoting cultural exchange, and driving economic growth. Al offers personalized learning experiences, increases accessibility, and improves learning outcomes. making language education more effective and efficient. However, challenges such as infrastructure limitations, digital divide, and teacher training needs, hinder widespread adoption. The paper examines case studies of successful Al-powered language learning initiatives in Nigeria, highlighting best practices and lessons learned. It also identifies policy implications and provide. recommendations for scaling up Al adoption in Nigerian language education. These include investing in infrastructure, developing localized Al-powered content, and promoting public-private partnerships. Additionally, the paper discusses the need for a comprehensive policy framework tha supports the integration of Al in language education, ensuring inclusivity, equity, and quality. R leveraging Al in language education, Nigeria can enhance language proficiency, promote cultural exchange, and drive economic growth, ultimately contributing to national development. The paper concludes that stakeholders must work together to harness Al's potential and position Nigeria as a leader in language education in Africa and the world over, unlocking new opportunities for language learners, educators, and the nation, which no doubt will yield positivity in national development.

Artificial Intelligence (AI) is increasingly reshaping educational practices across the globe. This study examined the application of AI in the teaching and learning of Biology in secondary schools within Owerri Municipal Council of Imo State, Nigeria, with particular emphasis on its implications for scientific literacy and national development. A mixed-methods research design was adopted, involving Biology teachers and senior secondary school students. Data were collected using questionnaires, interviews, and classroom observations. The findings revealed that AI-supported instructional strategies enhanced students' understanding of complex biological concepts, increased learner engagement, and improved critical thinking skills. However, challenges such as inadequate infrastructure, limited teacher training, unstable electricity supply, and insufficient policy support were identified. The study concludes that effective integration of AI into Biology education can significantly improve scientific literacy and contribute to sustainable national development. Recommendations were made for policymakers, school administrators, and educators to strengthen AI adoption in Nigerian secondary schools.

The growing influence of Artificial Intelligence (AI) across sectors has significant implications for education and national development. While AI integration has been widely examined in STEM disciplines, empirical research on its application in arts education within developing contexts remains limited. This study investigated the extent of AI integration in arts education, its influence on students' creative competencies, and its relationship with national development indicators in selected tertiary institutions in Cross River State, Nigeria. A descriptive survey design was adopted. The population comprised 450 respondents, including 412 arts education students and 38 lecturers. A stratified random sampling technique yielded 235 participants (210 students and 25 lecturers). Data were collected using the Artificial Intelligence in Arts Education Questionnaire (AIAEQ) and a Creative Competency Assessment Rubric (CCAR). Reliability coefficients of 0.84 and 0.81 were obtained using Cronbach's alpha. Data were analyzed using mean, standard deviation, Pearson Product Moment Correlation, and multiple regression at a 0.05 level of significance. Findings revealed moderate AI integration (M = 2.87, SD = 0.74), a significant positive influence of AI tools on creative competency (a = .63, p < .05), and a substantial relationship between AI-driven arts education and perceived national development outcomes (R? = .48, p < .05). The study concludes that AI integration enhances creativity, digital competence, and innovation capacity, contributing meaningfully to national development. Policy reforms, infrastructure investment, and structured AI training are recommended.

The integration of Artificial Intelligence (AI) in vocational and technical education (VTE) represents a transformative opportunity for Nigeria's educational landscape and national development agenda. This study examines the potential applications of AI technologies in teaching and learning within VTE institutions, with particular focus on their capacity to enhance student's skills acquisition, bridge the existing gap between educational outcomes and industry requirements, and contribute to sustainable national development. Through examination of global best practices and analysis of the Nigerian educational context, this study identifies significant benefits including enhanced learning outcomes, improved employability of graduates, and accelerated economic development through a more skilled workforce. The research context involves Nigeria Certificate in Education (NCE) students at Sa'adatu Rimi College of Education, Kumbotso, Kano, with a representative sample of 200 students providing insights into current technological readiness and future implementation possibilities. However, the study also acknowledges substantial challenges including infrastructure deficits, digital divide, funding constraints, and the need for comprehensive teacher training programs. The analysis concludes that strategic implementation of AI in VTE, supported by appropriate policy frameworks, infrastructure development, and stakeholder collaboration, can significantly advance Nigeria's educational goals, enhance human capital development and accelerate the country's transition toward a knowledge-based economy capable of competing in the global marketplace.

The integration of Artificial Intelligence (AI) into education has emerged as a transformative force, presenting new opportunities and challenges for curriculum implementation in junior secondary schools. This paper examines AI as an imperative for effective curriculum delivery, exploring its concepts, relevance, and potential impact on teaching and learning. The study discuss the key factors influencing curriculum implementation, such as; teacher competence, instructional resources, student characteristics and technological infrastructure. It identifies challenges such as; inadequate teacher training, resource limitations, resistance to innovation, large class sizes, and policy inconsistencies. The paper also highlights benefits of curriculum implementation at junior secondary school level as thus; improve pedagogy and student learning, consistency and equity, accountability, relevance to changing needs, structured progression and goal alignment. Recommendations are provided for policymakers, educators, and stakeholders to optimize AI integration, emphasizing professional development, infrastructural support, ethical considerations, and collaborative engagement. The study concludes that AI is a critical enabler for improving curriculum implementation, fostering equitable, effective, and future-ready education in junior secondary schools.

The rapid integration of artificial intelligence (AI) in educational contexts has transformed how instructors deliver content and how learners engage with material. Educational technology is poised to profoundly transform the modern educational landscape, catalyzing a revolution in instructional delivery while bestowing a plethora of benefits upon both educators and learners alike. This paper examines the role of AI-driven personalized learning in enhancing higher education and its implications for national development. Using empirical and theoretical studies, the paper highlights how adaptive learning technologies improve student achievement, foster critical skills, and increase access to quality education. At the forefront of this transformation lies AI-driven educational technology, which harnesses the power of student's data analysis to curate highly personalized and adaptive learning experiences, dynamically tailoring content to individual needs and learning styles. The integration of AI into educational systems also yields invaluable insights derived from data analysis, informing critical decision-making processes surrounding curriculum design and resource allocation. Moreover, AI's capacity for real time feedback and continuous analysis fosters a cycle of perpetual improvement, refining and optimizing educational delivery with each iteration to national development. Perhaps most significantly, the online nature of AI-powered educational platforms transcends geographical boundaries, extending educational opportunities to learners across the globe, fostering a truly interconnected and borderless educational ecosystem. While the potential of AI in education is undeniably vast, it is imperative to address the ethical and privacy considerations that arise from its implementation. Nevertheless, by thoughtfully navigating these challenges, AI and educational technology stand to revolutionize the way we approach learning, ushering in a new era of personalized, accessible, and globally inclusive education.

The study explored the efficacy of ludomatic game and gender difference on senior secondary school 2 students' academic achievement and retention in Algebra. Six (6) research purposes, six(6) questions and six(6) null hypotheses guided the conduct of the study. The study employed a quasiexperimental design of non-equivalent control group. The study was conducted in Obudu local government area under Ogoja education zone of cross river state, Nigeria. Four co-educational secondary schools were drawn using multi-stage sampling procedures from eighty four (84) government approved secondary schools in the zone. Two intact classes from two different schools were then randomly assigned to the experimental and the control groups each. A total of 123 (67 males and 53 females) students out of 5643 students were involved in the study. The experimental group was taught algebra concepts using six (6) improvised ludomatic game boards while the control group was taught the same topics using the conventional lecture method. The researcherdeveloped instruments, Algebra Achievement Test (AAT), validated by three research experts which were used for data collection. The AAT had measures of estimate of reliability and item difficulty of 0.82 and o.24 respectively, while they all had internal consistency of 0.52. The questions were answered using mean and standard deviation, while the six null hypotheses were tested using ANCOVA at p

The integration of Artificial Intelligence (AI) into educational systems has the potential to transform teaching and learning, socio-economic and national development, particularly in specialized areas such as Christian Religious Education (CRE). This paper explores how AI can enhance creativity, learners' engagement, and the development of 21st-century skills among CRE Nigerian students while contributing to broader socio-economic outcomes. It further highlights the potentials of AI to improve educational access, support skill acquisition, stimulate creativity, and cultivate ethical leadership, linking CRE pedagogy with practical socio-economic benefits and national development. AI not only improves instructional quality but also prepares CRE students for active participation in Nigeria's digital economy and creative industries. The paper concludes that integrating AI into CRE represents a strategic approach to enhancing both educational outcomes, socio-economic and national development, suggests that ethical considerations, teacher preparedness, acquisition of digital skills, and lack of infrastructural resources should be adequately addressed.

The widening skills gap between graduates of Social Science Education and the demands of Nigeria's contemporary labour market has raised concerns among educators, policymakers, and development stakeholders. This study examines the role of artificial intelligence (AI) in bridging skills gap in Social Science Education for Sustainable National Development. The study explores two key dimensions: AI-supported analytical and problem-solving skills, and AI-supported digital literacy among social science students and lecturers. It is a theoretical paper which builds upon results from past researches on the subject matter as such explores data from secondary sources such as internet, books and news papers to support the findings. From the literature reviewed in addition to the synthesis of the Constructivist theory, the findings reveal that AI tools when thoughtfully integrated into teaching and learning strengthen students' analytical and problemsolving skills and digital literacy. However, challenges such as limited infrastructure, inadequate training, and institutional policy gaps limit effective adoption. The study concludes that AI holds transformative potential for Social Science Education if supported by institutional commitment, capacity building, and inclusive digital policies. Recommendations are offered, some of which stated that regular training should be provided to help educators integrate AI tools into social science education to boost analytical and problem-solving skills and that, Government and institutional authorities should invest in reliable internet access and digital learning facilities to increase digital literacy in institutions.

thinking, learning, adapting to new situations, interaction and mimicking intelligent beings. However, the use of these features and other active learning methods has found a place in the field of education, leading to an increasing number of studies utilizing artificial intelligence (Fitria, 2021). Artificial Intelligence and education are deeply intertwined, and this technology is impacting social interaction in every aspect. As a result, new teaching and learning approaches are being developed and tested in various contexts (Hasanov, Laine & Chung, 2019). Therefore, the use of technology in education will promote learning and increase success in all fields. Conceptual Clarifications Teaching and learning constitute an interconnected, reciprocal process where educators facilitate the acquisition of knowledge, skills, and behavior while learners actively construct understanding. Teaching is an attempt to assist people acquires knowledge, tools, entrepreneurship skills, attitudes, ideas or appreciation (Ukata, Wechie & Nmehielle, 2017). Teaching is also an interaction between teachers and students under the auspices of the teacher in order to bring about the expected change in the students' behavior (Ukata & Silas - Dikibo, 2019). Teaching is a great profession, it is an act of relating information to the learner or assisting in the learning on how to do something in a required manner (Ukata & Nmehielle, 2020). It is a process of assisting the learner to gain useful artificial intelligence skills, attitudes, ideas, values in a designed and undersigned environment that will help the learner become an acceptable person to the society as well as be independent in life. Teaching leads to learning. Teaching is an exchange of ideas between a teacher and students (learners) on what to learn, how to learn, what to use in learning and what to do with the learning (Ukata, 2019).learning is the process of acquiring new, relative, knowledge, behaviors, skills, values or attitude through experience studying or instruction. Artificial Intelligence is a broad term that describes a range of technologies, machines, computers and methodologies such as language, data processing, neural network, machine language and algorithm. Popenici and Kerr (2017) defined artificial intelligence as a system that can do what human can do in terms of learning, use of data for different tasks, multitasking, synthesizing, analyzing and predictions. Baker and Smith (2019) defined artificial intelligence as computers that can perform mental assignments which relate to what humans do in education. Artificial Intelligence could also be referred to as the ability of a machine to imitate intelligent character or quality that helps a group of persons to function effectively and efficiently. AI is the theory and development of computer systems that are able to perform tasks requiring human intelligence, such as teaching, 346 Vol. 13, No. 1, May 2026, p345-353, ISSN: 699-3-7 THE NIGERIAN EDUCATOR, Nweke Vivian Chinenye, Effah Miriam Anyianwan & Eteng Friday Ebri Exploring the Power of Artificial Intelligence (AI) in Studying and Learning Business Education for National Development Vol. 13, No. 1, May 2026, p338-346, ISSN: 699-3-7 https://www.thenigerianeducator.com/

This paper discusses the integration of Artificial Intelligence (AI) in Social Studies teaching and its implications for sustainable national development in Nigeria. The paper highlights how AI technologies such as intelligent tutoring systems, adaptive learning platforms, learning analytics, virtual simulations, educational chatbots, and automated assessment tools can improve teaching effectiveness and promote learner-centered instruction in Social Studies education. It explains that the integration of AI can enhance students' critical thinking, digital literacy, civic competence, creativity, and problem-solving abilities, which are essential for responsible citizenship and national development. The paper also examines the role of Social Studies education in promoting democratic values, national unity, environmental awareness, and social responsibility. In addition, the paper identifies major challenges confronting AI integration in Nigeria, including inadequate technological infrastructure, insufficient teacher competence, financial constraints, digital inequality, and ethical concerns relating to data privacy and responsible use of technology. The paper concludes that effective integration of Artificial Intelligence into Social Studies teaching can contribute significantly to sustainable national development by preparing digitally competent, innovative, and socially responsible citizens. It therefore recommends improved digital infrastructure, teacher training, supportive government policies, curriculum innovation, and strategic partnerships to facilitate effective AI adoption in Nigerian schools.