Nigeria’s private education sector is exploring a new approach to artificial intelligence, with the Association of Private Educators in Nigeria (APEN) planning to develop a locally relevant AI model tailored to the country’s school curricula, cultural values and classroom realities.
The proposed initiative comes as schools increasingly experiment with AI tools for lesson preparation, assessments and learning support. However, educators are concerned that international platforms may produce examples and explanations that do not always reflect the experiences of Nigerian pupils.
Speaking at a media briefing at Greensprings School in Anthony, Lagos, ahead of APEN’s 16th annual conference, the association’s conference planning committee chairperson, Bolanle Adewole, said Nigeria needed AI systems that understood the environment in which local children learn.
According to The Guardian Nigeria, Adewole explained that the association was considering developing its own contextualised AI engine rather than relying exclusively on foreign-trained systems.
The proposed model is expected to help schools access educational resources that better reflect Nigerian experiences, potentially making technology more useful to teachers and learners.
Also Read: Nigeria AI Collective Urges Inclusive, Locally Driven Artificial Intelligence Development
Why Nigeria Needs a Locally Relevant AI Model
One of the concerns raised by APEN is that generic AI systems can generate educational examples based on foreign environments, leaving Nigerian pupils to learn through contexts that may be unfamiliar to them.
For instance, a lesson could use winter weather, foreign school systems or cultural practices that have little connection with a child’s everyday experience in Nigeria. Although such examples may be useful in some circumstances, locally familiar illustrations can make difficult concepts easier to understand.
APEN board member Olufunke Fowler-Amba said education technology should help children maintain a connection with their cultural identity while preparing them to compete internationally.
The association believes a Nigeria-focused model could support the development of lesson notes, learning materials and other classroom resources that reflect the national curriculum and the needs of local schools.
However, the proposal remains at the planning stage. APEN has not publicly announced a launch date, development budget or detailed technical specifications for the proposed model.
The project’s eventual effectiveness will depend on the quality of its training materials, curriculum alignment, accuracy and ability to accommodate the diversity of Nigerian learners.
AI Should Support Teachers, Not Replace Them
Beyond developing a locally relevant model, APEN wants schools to adopt artificial intelligence in ways that improve teaching without weakening the relationship between teachers and pupils.
Association leaders have identified lesson planning, assignment marking, assessment preparation, report writing and routine administrative duties as areas where AI could save educators time.
Lai Koiki, chairperson of APEN’s Board of Trustees, said technology should reduce teachers’ workload and administrative pressure, allowing them to concentrate more on mentoring students and supporting their development.
The position reflects a wider concern in education: while AI can assist with repetitive tasks, effective teaching also requires human judgement, encouragement, emotional understanding and personal guidance.
According to THISDAY, the association’s forthcoming conference will bring together school proprietors, administrators, teachers, parents and international education partners to examine responsible AI adoption.
The event, themed “Human First: Leading with Purpose in the Age of AI”, is expected to address practical ways schools can introduce the technology while maintaining educational standards and ethical safeguards.
Back Story: APEN’s Push for Better Private Education
Established in 2002 by a group of school proprietors, APEN was created to support private educators through professional development, improved school management and engagement with policymakers. The association has since expanded its membership and established relationships with international education organisations, including the Council of British International Schools.
Its proposed AI initiative reflects a growing effort to ensure that technological change responds to Nigeria’s specific educational challenges rather than simply importing solutions developed elsewhere.
Nigeria is also pursuing broader teacher-focused AI initiatives. UNESCO’s SDG 4 Knowledge Hub describes Naija Teacher AI, a separate programme designed to equip teachers with digital tools and training aligned with the country’s curriculum.
For APEN, the challenge ahead is to turn its proposal into a reliable, affordable and accessible product. Strong data protection, accurate content and safeguards for children will be essential.
Ultimately, a homegrown AI model could offer Nigerian schools a more relevant digital learning resource, provided its development prioritises educational quality and keeps teachers firmly at the centre of learning.
Also Read: Experts Urge Nigerian Students to Prepare for AI-Driven Education and Careers
