In an education landscape where digital skills are quickly becoming essential, Nigeria’s schools are stepping into a new reality shaped by artificial intelligence. Recent efforts to map AI literacy in Nigerian schools’ national baseline are providing the first comprehensive look at how students, teachers, and institutions across the country are engaging with AI technologies. This nationwide mapping is helping policymakers, educators, and parents understand where schools stand today in preparing the next generation for a world increasingly influenced by smart machines and intelligent systems.
AI literacy refers to the ability to understand, use, and critically evaluate artificial intelligence tools and concepts in everyday life and professional contexts. It goes beyond simple digital literacy by introducing ideas about automated decision-making, responsible use of AI systems, and ethical awareness of data and algorithms. In Nigeria, where young people make up a large share of the population, AI literacy is not just a skill for the future but a core component of education that supports national development and workforce readiness.
The effort to produce the first national baseline comes at a time when Nigeria is intensifying its focus on digital and AI education. Government policy frameworks like the National Digital Learning Policy and the National Digital Literacy Framework already highlight the need to train educators, build infrastructure, and protect students’ digital safety. These policies underscore that AI literacy must be integrated into the broader goals of equitable, high-quality education for all learners.
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What the Baseline Reveals About Students and Teachers
The national baseline survey aimed to measure three dimensions of AI literacy: awareness, use, and critical understanding of AI technologies in school settings. While detailed results of this mapping are being finalised, early patterns align with research trends observed in specific regions and studies across Nigeria.
Across several states, awareness of basic AI tools among students remains mixed. In northern Kaduna State, a focused survey on secondary school biology students found that many learners were aware of the term “artificial intelligence” but had limited exposure to core AI tools such as generative chat assistants or machine learning platforms. Use of these tools for learning purposes was low, underlining the gap between awareness and practical engagement.
Teachers too show varied levels of AI literacy. Research conducted in primary schools indicates that educators with a foundational understanding of AI concepts are more likely to adopt digital tools that support teaching tasks, like lesson planning or classroom management. However, long-standing challenges in basic ICT infrastructure — such as limited internet access, unreliable power, and a shortage of AI training programmes — continue to slow down widespread adoption.
A critical part of the baseline mapping was measuring teachers’ preparedness to support AI literacy in their classrooms. Early insights suggest teachers are enthusiastic about integrating digital tools, but many feel they lack the requisite skills and continuous professional development opportunities to do so effectively. This aligns with broader education reports, which highlight that teacher training in AI and related digital skills remains uneven, especially in rural and under-resourced schools.
This baseline also highlights the differences between public and private schools. Private institutions — especially those with stronger funding and access to technology — tend to have more advanced digital ecosystems and AI-related programmes. Public schools, by contrast, often struggle with basic ICT deployment, making the introduction of AI literacy more challenging. These disparities point to critical equity issues that Nigeria’s education system must address as it builds forward with national strategies.
Challenges and Opportunities in Building AI Literacy
The mapping effort has brought to light several persistent barriers that affect the integration of AI literacy across Nigerian schools. One of the most pressing issues is infrastructure inequity. Even though Nigeria has robust national policies on digital learning and AI integration, implementation varies widely across states and school types. Many public schools lack reliable internet connectivity, sufficient hardware like computers or tablets, and supportive learning environments that encourage the use of AI tools.
Teacher capacity is another central challenge. Without targeted professional development programmes that equip educators with AI skills, efforts to embed AI literacy in the curriculum remain superficial. Training teachers in both AI concepts and practical classroom applications is critical, as teachers are the primary mediators between students and complex technologies. This need is echoed in studies showing that while many university lecturers and educators express positive attitudes toward AI, they also feel the need for more support and guidance to adopt these tools meaningfully.
Additionally, curriculum alignment requires attention. AI literacy is most effective when it is not treated as an isolated module but woven into existing subjects such as mathematics, sciences, computer studies, and even social studies. Integrating AI perspectives across disciplines helps learners grasp how these technologies work in real-world contexts and supports critical thinking about their applications.
Ethical considerations also loom large. Introducing AI literacy involves discussions on data privacy, algorithmic bias, and digital citizenship. Nigeria’s educational frameworks emphasise ethical and responsible use of digital tools, and the baseline mapping underscores the importance of equipping students with the ability to not only use AI but to question how it works and whom it benefits.
Despite these challenges, the baseline study reveals powerful opportunities. Societal trends show that young Nigerians are eager to engage with technology, and initiatives from government agencies, civil society, and private edtech firms are beginning to create pathways for AI learning. Programmes launched by local organisations and supported by partnerships aim to reach teachers, students, and communities with accessible AI education programmes.
What Comes Next for Nigeria’s Schools
The completion of the first national baseline on AI literacy in Nigerian schools marks a pivotal moment in the country’s education reform journey. The data emerging from this mapping will inform a new generation of policies and practices designed to scale AI literacy across states and school systems.
Policymakers now have the evidence to prioritise targeted investments where they are most needed. For example, mapping data can help allocate resources for infrastructure upgrades in underserved schools, identify teacher training gaps, and design curriculum enhancements that reflect local needs and global trends.
State ministries of education are expected to use baseline findings to support tailored professional development for teachers, especially in areas where AI tools can meaningfully enhance both instruction and learning outcomes. By strengthening teacher confidence and competence in AI, schools will be better positioned to build digital fluency among students.
Schools themselves are also taking early action. Some progressive networks are developing pilot AI literacy programmes that combine classroom instruction with hands-on projects, debates, and community learning clubs. These approaches help contextualise AI within Nigerian realities, making it more relatable and relevant for learners.
Finally, the baseline work underscores the role of partnerships. Public-private collaborations between government agencies, non-profits, local tech hubs, and global organisations will be essential to sustain momentum. By working together, these stakeholders can create learning ecosystems that extend beyond textbooks — enabling students to explore AI not merely as an abstract idea but as a tool for innovation, problem-solving, and national growth.
The first national baseline on AI literacy in Nigerian schools provides a foundation on which future educational strategies can be built. It brings clarity to the complex picture of how AI knowledge is currently distributed across Nigeria’s schools and sets a forward path that balances ambition with practicality. As schools, teachers, and policymakers digest these findings, the hope is that every learner in Nigeria will soon have the opportunity not just to use AI but to understand its power, its limits, and its place in shaping the nation’s future.
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