Nigerian music producer Samuel Oguachuba, popularly known as Samklef, has spoken out regarding his ongoing feud with social media activist Verydarkman, amid the controversy surrounding the late singer Mohbad.
In a recent video, Samklef dismissed claims that Verydarkman paid N20 million to access information about the controversial group chat allegedly involving several celebrities linked to Mohbad’s death.
“Verydarkman did not pay anybody 20million to get information regarding the group chat. He said that the person who leaked the chat was inside the group,” Samklef said.
The music producer also expressed frustration over the lack of appreciation from the music industry and the late singer, Mohbad’s family for his efforts in seeking justice.
“If the father of Mohbad is quiet, why should I be fighting? I don’t have any personal interest in this case. Why should I be crying more than the bereaved.
“How will you feel if you were in my shoes, where people are insulting you for having a genuine reason to fight for justice.
“I con sit down think about this whole thing, like why we Dey fight, even the family sef no appreciate wetin we dey do, the judiciary said Naira Marley and Sam Larry are free, did you see me online ranting or questioning that decision?
“The whole industry ganged up against me,” he said.
Samkelf urged everyone involved in the case to cease fighting, emphasising that revenge would not bring solace to Mohbad’s soul as he is yet to be buried.
“My brothers revenge is not a solution, because it will keep on dragging on, Mohbads’ soul is not at rest, everyone should cease fire and stop fighting,” Samklef added.
In recent years, How Virtual Reality Is Enhancing STEM Education has become a clarion call across education circles in Nigeria and around the world. From the bustling classrooms of Abuja to institutions like AUST-Abuja and Lagos Technical College, young Nigerians are experiencing STEM subjects in ways that defy traditional chalk‑and‑talk methods. Virtual Reality is not just a buzzword – it is rapidly becoming a transformative tool for teaching Science, Technology, Engineering and Mathematics.
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The Emergence of Virtual Reality in STEM Classrooms
Across Nigerian states and many developing countries, educational systems still face challenges: overcrowded classrooms, outdated facilities, and limited hands‑on lab resources. In rural and urban schools alike, many institutions lack up‑to‑date laboratories or funds for field trips. Virtual Reality lets students transcend these constraints. For example, children in Lagos put on headsets to dissect virtual specimens, climb inside a model heart or even tour the solar system, right from their desks. This immersive technology makes abstract concepts tangible and accessible.
Through initiatives such as Imisi 3D—backed by UNICEF Innovation Fund—the technology has already reached Lagos public junior secondary schools. Judith Okonkwo and her team developed VR educational modules in line with Nigeria’s curriculum, used for teaching maths, geography and basic science. Early pilots show increased student enjoyment and retention. A broader study in Abuja and Katsina found secondary pupils in VR‑based physics lessons outperformed those in traditional classes, with girls showing equal understanding to boys.
Benefits of Virtual Reality for STEM Learning
1. Engagement Through Immersive Experience
Students become active participants instead of passive listeners. They walk on Mars in virtual field trips, explore human anatomy in minute detail, and experiment with molecules in chemistry models. The result: improved focus, motivation, and curiosity.
2. Bridging the Resource Gap
By simulating expensive labs or field excursions, virtual Reality brings equity to education. Public and underfunded schools can now offer the same experiential learning as private institutions. Nigerian vocational programmes, like those run by LASTVEB, have introduced AR/VR simulations for automotive and construction training, teaching practical skills to many students who otherwise wouldn’t access such training.
3. Improving STEM Performance
A research study in Sokoto State compared at‑risk secondary students who used VR to those taught by conventional methods. The VR cohort saw engagement rise from 3.5/5 to 4.6/5, mean score gains of some 33 points, and higher interest in lab activities. Similar trends are seen in studies involving programming games like Imikode—showing better comprehension and boosted motivation among first‑year university students.
4. Inclusivity and Equal Access
Students with differing learning styles or disabilities benefit from multisensory VR experiences. With features like text‑to‑speech, haptic feedback and closed captions, virtual Reality fosters inclusive STEM environments. Studies in Nigerian schools also show that female students learn physics as well as male peers when using VR, helping counter gender gaps in STEM.
5. Global Collaboration and Virtual Field Trips
VR enables Nigerian pupils to virtually visit global STEM institutions, museum labs, or meet experts beyond national borders. Students can collaborate with peers internationally, sharing ideas in a shared virtual space. Such virtual field trips and expert interactions expand horizons and inspire career ambitions.
Real‑World Applications in Nigeria
Imisi 3D and Pilot Schools
In Lagos, Imisi 3D has piloted VR modules aligned with curriculum topics like environmental studies, geography and basic science. Both pupils and teachers enjoy the modules, though early feedback shows a learning curve for navigating objects and describing virtual scenes. Imran, a ten‑year‑old, reflects on his first VR lesson: “It’ll be so much easier to learn… you can learn faster and better with it.” Virtual reality is already fulfilling its meaning: inspiration in Yoruba.
Higher Education and Vocational Labs
At the African University of Science and Technology (AUST) in Abuja, students entering engineering discipline use VR design simulations to model and test projects in safety, encouraging practical engineering skills. Lagos State vocational training has also integrated AR/VR for teaching trades, improving enrolment and completion rates.
Challenges of Scaling Virtual Reality in Nigeria
While the promise of virtual Reality is strong, barriers remain:
Infrastructure Issues: Unreliable power supply and poor internet connectivity limit consistent VR use, especially in rural schools.
High Initial Costs: Purchasing VR headsets, software licences and content can be prohibitive without support.
Teacher Training and Support: Educators need training not only in using hardware but in creating and integrating VR content effectively.
Content Localisation: Most VR resources are produced abroad and may not fully align with Nigeria’s curriculum or language needs. Nigerian‑made content like Imisi 3D is rare but essential.
Technical Support: Occasional glitches or hardware downtime can disrupt lessons in settings with limited tech support.
The Way Forward: Strategies for Effective Integration
To scale virtual Reality in Nigerian STEM education, several measures are vital:
Public–Private Partnerships Collaboration between the government, tech startups like Imisi 3D, NGOs (including UNICEF), and corporate sponsors can mitigate costs and support rollout in pilot states and schools.
Teacher Empowerment Programmes Investing in training workshops and continuous mentoring ensures teachers can use VR tools creatively and confidently.
Curriculum‑Aligned Local Content Mobilising local developers and educators to produce VR modules tailored to NERC syllabi and Nigeria’s context bridges relevance and utility.
Infrastructure Improvements Upgrading grid power, stability, and internet access in schools is essential for sustainable VR use. Devices with offline VR content can help rural pilots.
Research and Impact Assessment Continued monitoring—like studies in Abaji LGA and Sokoto State—helps quantify learning gains, student engagement trends, and system readiness, guiding policy.
Voices from the Field
Students The pupils in Lagos trials reported that interactive videos and simulated labs made geography, biology and history more vivid. Many identified video‑based VR lessons as more memorable than image‑only modules.
Teachers Corper Benedict (serving in Calabar) has championed VR integration in public high schools. He organises workshops to train teachers on affordable VR tools like ClassVR or Google Cardboard and encourages VR “excursions” right in the classroom. Teachers report improved student engagement and deeper understanding of STEM concepts.
Researchers The Sokoto study concluded that virtual reality instruction raised engagement, performance and interest in lab activities significantly—especially among at‑risk students. A mean gain of 33.4 points in test scores signals statistically significant learning benefits. In Abaji, early research suggests better retention and problem‑solving outcomes in VR classrooms compared with traditional instruction.
Global Perspectives & Comparatives
Internationally, schools in the U.S., U.K. and India are adopting VR labs to teach subjects like anatomy, neuroscience and biology. Central Michigan University, for example, trained high school teachers using Meta Quest 3 to teach anatomy, letting students explore inside virtual brains and hearts ahead of the 2025–26 academic year. In Texas, Diamondback Energy partnered with syGlass to outfit STEM labs at a girls’ academy, enabling immersive neuroscience courses guided by university professors.
Though Nigeria’s VR journey is just beginning, it stands to gain from these models, particularly around teacher preparation, content integration and funding strategies.
Conclusion
How Virtual Reality Is Enhancing STEM Education is no longer aspirational in Nigeria—it is underway, reshaping the way pupils learn and engage with complex concepts. By fostering immersive, inclusive and engaging learning spaces, virtual Reality holds immense potential to close educational disparities. As technology becomes more affordable and locally relevant content grows, VR can become part of mainstream curriculum across Nigeria.
To make this vision a reality, strategic investment in teacher training, infrastructure, local content development and robust research is essential. With collaboration between government, educators, tech startups and international partners, virtual Reality could become the cornerstone of Nigeria’s STEM education transformation—positioning young learners not just to study science, but to experience, explore and innovate with it.
Mr Eazi shared this insight during an impromptu interview with a Gambian content creator who recently encountered him and his wife, Temi Otedola, on the streets of London.
When asked, “What do you think the principles of success are?” Mr. Eazi emphasized the importance of a supportive partner in one’s journey.
Mr. Eazi replied: “Marrying a good wife.”
He also advised young men to inculcate discipline, patience, and the fear of God to be successful.
On the challenges that have defined his success in the music industry, Mr. Eazi said, “The difficulty of unbelief when you’re being second-guessed, you could turn it into something that drives you as well.”
Mr Eazi explained that “if you’re born in Nigeria, most often than not, you have that drive to go get it and you’ve that self-belief. I don’t know how to explain it. You just see it in a Nigerian, even in the way we walk. The audacity. Maybe, it’s in the eba and soup [laughs].”
Recalls that Mr. Eazi officially confirmed his marriage to Temi in a birthday message to his father-in-law, Femi Otedola, a Nigerian billionaire businessman, in November 2023.
As Nigeria ushers in a new era of educational reform, there is growing recognition that Education for Sustainability must become a central plank of what schools teach. The next generation will face environmental challenges, climate disruptions, and resource scarcity. Without a deliberate shift in how we prepare young minds, we risk leaving them ill‑equipped for the responsibilities and opportunities of the future.
By January 2025, Nigeria is set to roll out its revised basic education curriculum, introducing fifteen new vocational and trade‑related subjects designed to give students hands‑on experience and marketable skills in trades such as solar installation, agriculture and beekeeping, phone and CCTV repairs, and digital literacy. This bold step aligns well with the broader vision of Education for Sustainability, which emphasises environmental stewardship alongside employability.
Crucially, Education for Sustainability: what schools should be teaching in 2025 must go beyond merely adding new trade subjects. It should integrate sustainability concepts directly into lessons—whether theoretical or practical—so that every child graduates not only with a skill but with an understanding of how that skill can support sustainable communities.
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Curriculum and pedagogical overhaul
The new curriculum for basic and secondary levels is not a minor tweak. It is a complete transformation away from rote memorisation toward inquiry‑based, project‑oriented learning, as described under Nigeria’s Project 2025 initiative. Under this model, students might, say, learn mathematics through designing solar‑powered irrigation systems, or science through constructing sustainable gardens. That is the essence of Education for Sustainability in action.
Moreover, the secondary curriculum review underway in early 2025 emphasises linking subjects across disciplines, introducing digital literacy and critical thinking, and forging partnerships with industry to deliver real‑world, sustainable projects. Those reforms help ensure that Education for Sustainability: what schools should be teaching in 2025 becomes lived experience, not abstract theory.
Practical sustainability in schools
International models like the Eco‑Schools programme show how a whole‑school approach can embed sustainability across every aspect of school life. This includes forming sustainability committees with students, conducting environmental audits of energy, waste and water, linking activities into the curriculum, and involving the wider community. Schools in Nigeria should adopt similar seven‑step frameworks to institutionalise Education for Sustainability at every level.
Garden‑based learning and outdoor education are additional tools that offer hands‑on engagement with nature and help students internalise sustainability lessons. Students learn where food comes from, how to care for ecosystems, how to reduce waste, and how biological systems support life and livelihoods. Similarly, arts‑based environmental education helps children emotionally connect with the environment, deepening the personal meaning of sustainability efforts.
Teacher training and capacity building
One major concern identified during Nigeria’s preparations for the new curriculum was the lack of teacher training and instructional materials. Educators in FCT lamented feeling unprepared, lacking resources, and uncertain how to deliver the changes. For Education for Sustainability to succeed, teachers must receive robust professional development, learning new pedagogies, integrate environmental themes into core subjects, and coordinate school‑wide sustainability plans.
Supporting that need, programmes such as India’s Shell NXplorers initiative have trained teachers to guide students in real-world sustainability challenges, merging STEM education with environmental problem solving. Nigeria could benefit greatly from similar partnerships, equipping teachers with tools to bring Education for Sustainability into the classroom meaningfully.
Assessment aligned with sustainability goals
Traditional examinations are limited, but Project 2025 includes plans for assessment through projects, portfolios and formative assessments that emphasise critical thinking and real-world application. In a sustainability‑centred curriculum, students might be assessed on a community garden project, an energy audit of the school, or a business proposal for a waste‑management system. That helps ensure that Education for Sustainability: what schools should be teaching in 2025 is not merely taught, but actually practised.
Student agency and community involvement
Generating real impact means empowering students to lead. Reddit discussions on sustainability in schools highlight the value of student‑led sustainability committees, long‑term planning, and genuine ownership of environmental projects. Schools could involve students in action planning cycles for a 1‑, 3‑ and 5‑year sustainability roadmap, with measurable targets and accountability.
Community involvement also matters greatly. Education models in Maharashtra, India, incorporate local artisans, parents and environment experts into school committees that shape curriculum and infrastructure, linking schooling to local culture and place‑based relevance. Nigerian schools could similarly anchor Education for Sustainability in local ecosystems and community needs, be it coastal erosion mitigation in Lagos or forest conservation projects in South-South states.
Linking vocational skills and green livelihoods
With Nigeria’s new curriculum embedding thirty basic and trade subjects, schools will soon produce graduates adept in skills like solar installation, agriculture, digital literacy and more. The key is to ensure these skills are framed within sustainable livelihoods. For example, teaching solar installer skills should include modules on energy efficiency, environmental impact, business models that serve rural off‑grid communities sustainably, and safe disposal of e‑waste.
This approach captures the dual purpose of Education for Sustainability: fostering economic opportunity and environmental stewardship hand in hand.
Policy, governance and funding support
A strong policy framework is already in motion: Nigeria launched a Safe Schools Policy in 2025, partnered with UNICEF, and is implementing curriculum changes across states. It is also dismantling the traditional JSS/SSS structure in favour of a continuous 12‑year basic education model starting 2025, which aims to eliminate drop‑outs and standardise access to new curricula nationally
For Education for Sustainability to take root, policy must support sustainability coordination at state, school and classroom levels—backed by budgets for infrastructure upgrades (e.g. water harvesting, solar systems), teacher training, curricula development and partnerships with NGOs or Green Schools Alliance‑style networks.
International collaboration and higher education linkage
Universities are also moving to embed sustainability across their programmes. Arizona State University now requires all students to take a sustainability course, linking education at all levels to planetary challenges. In Nigeria, too, universities and secondary schools should collaborate, creating pathways for students interested in sustainability studies, green entrepreneurship, and environment‑focused careers.
By partnering with foreign institutions or global networks, Nigerian schools can bring fresh expertise, curricular models, and exchange opportunities that enrich Education for Sustainability across the system.
Conclusion
What does all this mean for a child in Lagos, Abuja or Ibadan in 2025? It means that from Primary 3 onward, schooling goes beyond reading, writing and arithmetic. Children will plant gardens, monitor energy usage in classrooms, repair phones powered by solar energy, and pitch environmentally friendly business ideas. They will learn that real‑world science can heal communities, cut waste, and even create jobs. That shift—this reorientation towards responsible, capable citizenship—is at the heart of Education for Sustainability.
For teachers, the new curriculum offers both challenge and opportunity. They must now become facilitators of inquiry, guides to young stewards of the planet, and architects of cross‑disciplinary projects. That will demand time, training and support—but also provides deep professional fulfilment.
Parents and communities will need to adjust their expectations, embracing a vision of schooling in which environmental responsibility and employable skills go hand in hand. Schools will need to open their gates to neighbours to host community garden days, sustainability fairs, and inter‑school exchange of ideas. In doing so, Education for Sustainability: what schools should be teaching in 2025 becomes embedded not just in lessons, but in life.
Seventeen‑year‑old Nafisa Abdullah Aminu, a brilliant student of Nigerian Tulip International College (NTIC) in Yobe State, has achieved a world‑beating milestone in English language proficiency—emerging as the top performer at the 2025 TeenEagle Global Finals, held in London, United Kingdom. Representing Nigeria, Nafisa outclassed more than 20,000 contestants from 69 nations, including many from countries where English is the first language, to claim the title of World’s Best in English Language Skills
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A Storied Victory on the Global Stage
The annual TeenEagle Global Finals is a prestigious event that tests young learners across multiple facets of English: grammar, vocabulary, written communication, oral expression, creative thinking, and comprehension. For the 2025 edition, held in early August, the rigorous competition featured multiple elimination rounds, including essay writing, oral presentations, debates, and comprehension tasks.
Despite competing against 20,000 students from 69 countries, Nafisa’s striking level of fluency, poise, and command of English saw her emerge as the overall champion in the English category, awarded on August 3, 2025.
Her feat becomes all the more remarkable given the dominance of participants whose first language is English. Yet Nafisa, educated in northern Nigeria, proved beyond doubt that dedication, discipline, and quality schooling are foundations for global success.
From Yobe Classroom to International Spotlight
Nafisa hails from Yobe State, a region where educational infrastructure has, until recently, lagged behind that of southern states. Her school, the Nigerian Tulip International College (NTIC), has steadily built a reputation for academic excellence through rigorous teaching, dedicated staff, and a suitable learning environment. These factors formed the basis for her journey to international recognition.
According to a statement by Hassan Salifu, head of the Aminu family, the foundations of Nafisa’s success lie in “dedication, discipline and the enabling support of the Yobe State Government.” He explicitly praised Governor Mai Mala Buni for his strategic investment in the state’s educational sector, remarking that such visionary leadership has brought international honour to Yobe and Nigeria at large.
The family also extended heartfelt gratitude to the management and teaching staff at NTIC, saying their commitment to high academic standards prepared Nafisa fully for competition on the global stage.
A Wave of National Pride and Recognition
Nafisa’s triumph has rippled far beyond her home state, stirring messages of celebration across social media and educational circles nationwide. Many Nigerians hailed her as a symbol of the country’s academic potential and youth talent. Commentators referred to her success as proof that Nigerian students—when given the right environment—can compete and succeed with the best in the world.
Former Communications Minister Prof. Isa Ali Pantami took to X (formerly Twitter) to urge that Nafisa receive recognition on par with the D’Tigress and Super Falcons, who were recently rewarded for their sports achievements. Pantami suggested that she deserves a $100,000 prize, a housing gift, and national honours such as the Officer of the Order of the Niger (OON) honourific. He emphasised that Nafisa’s achievement is equally deserving of recognition as those of national sports champions.
Calls have also come for both state and federal governments to formally confer awards on Nafisa, noting that her win should inspire enhanced investments in gifted learners and educational development across Nigeria.
What Her Win Means for Nigerian Education
Evidence of Potential: Nafisa’s victory reinforces that Nigerian youths, especially from under‑represented regions, possess world‑class academic potential when provided with adequate support.
Validation for Educational Reform: Her success underlines the impact of Yobe State’s investment in school infrastructure and teacher quality. Public officials hailed the result as validation of policy direction.
Inspiration for Peers: Young learners across Nigeria now see a powerful example: that originating from a northern state, they can still shine globally. Her story is inspiring a new generation to aim for excellence.
Global Representation: Nafisa became an ambassador for Nigeria on an academic global stage, demonstrating that excellence in language and communication transcends geography. Her win amplifies Nigeria’s reputation for producing bright, articulate, and globally competitive students.
Inside the TeenEagle English Challenge
The TeenEagle competition is designed to assess depth and finesse in English. Each participant faces:
Written essays, testing coherence, grammar, vocabulary, and argument structure.
Oral presentations, judging clarity, fluency, and confidence.
Debates, calling on quick thinking, persuasive speech, and rebuttal skills.
Reading comprehension and creative tasks, measuring analytical and expressive abilities.
Nigeria’s TeenEagle team had advanced through regional qualifiers before the global finals in London. Competing in three elimination stages, Nafisa consistently scored highest in each category, culminating in her being named the overall English champion among thousands of competitors and dozens of countries.
Nafisa’s Ambition and Legacy
While public statements have focused on her victory, Nafisa herself is quoted as saying, “This win is not just mine—it’s for every young Nigerian girl who dreams big.” Her humility and awareness of her journey resonated deeply with many after receiving her award in London.
Her family and school say Nafisa’s routine was centred around hard work, early-morning practice, after-school reading, and extra tutoring in debate and writing skills. These consistent habits shaped her performance across multiple rounds of the contest.
Her legacy now serves as a blueprint for what is possible: combining raw talent with discipline, support from school and state, and exposure to international competitive platforms.
Looking Forward: What’s Next
Immediate plans include formal recognition ceremonies:
Yobe State Government is expected to host an official reception in her honour.
The Federal Government is reportedly weighing proposals to award her a national honour and a cash or housing incentive, much like those given to national sports heroes.
Her school, NTIC, plans to invite her to return as guest speaker at assemblies and regional conferences on academic excellence.
More broadly, education stakeholders are calling for expanded opportunities, such as scholarships, mentorship programmes, and support for high‑potential students from across Nigeria.
With her name now prominent in both national and international academic conversation, Nafisa is setting her sights on further academic achievements—perhaps in journalism, literature, international relations, or education leadership. Her mastery and global poise position her strongly for future roles as an academic ambassador or youth advocate.
Conclusion
Nafisa Abdullah Aminu’s triumph at the 2025 TeenEagle Global Finals is not merely a win for one student—it’s a milestone for Nigeria, a beacon for northern youth, and a call to elevate education across every region.
Her story combines personal dedication, institutional excellence at NTIC, and governmental investment in education. Together, they produced a moment of national pride. As Nigeria celebrates:
Let her win be a motivation for more students to dream globally.
Let it prompt policymakers to support education with seriousness.
Above all, let it remind citizens that when talent meets opportunity, Nigeria’s future is limitless.
The All Progressives Congress (APC) has labeled opposition figures, former Vice President Atiku Abubakar and ex-Kaduna State Governor Nasir El-Rufai, as threats to Nigeria.
According to the APC, the duo’s alleged attempt to hijack the constitution of the African Democratic Congress (ADC) demonstrates their destabilizing intentions.
This was stated by the APC’s National Publicity Secretary, Felix Morka, in response to El-Rufai’s recent remark that Nigeria would be in danger if President Bola Tinubu is re-elected in 2027.
In a statement he signed, Morka said Atiku and former Labour Party’s presidential candidate, Peter Obi resorted to hypocrisy after losing the 2023 election to Tinubu.
Morka said: “El-Rufai and Atiku want to do to Nigeria what Atiku did to PDP.
“El-Rufai, Atiku and hijacked ADC constitute a clear and present threat to the unity, peace and progress of Nigeria.
“After their crushing defeat at the polls, Atiku and Obi, seemingly, recanted their policy reform positions in order to justify sitting shamelessly at the table of hypocrisy and hurling invectives at President Tinubu and APC for implementing reform policies they also promised Nigerians.”
University education is undergoing a profound transformation as institutions embrace Hybrid Learning models to meet modern demands. Combining in‑person and online instruction, this approach is rapidly reshaping how students engage, institutions deliver content and academics design curricula. While the benefits are manifold—flexibility, inclusivity, cost‑efficiency—universities also face serious challenges in infrastructure, staff workload and equitable access.
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Responding to Student Needs with Hybrid Learning
Many institutions have adopted Hybrid Learning in response to growing demand from students juggling part‑time work, caregiving responsibilities or long commutes. UK students in particular report that hybrid formats offer the flexibility to access lectures and assignments asynchronously or live from home, enabling them to tailor learning to their schedules. The model also benefits students with disabilities or chronic health conditions by providing alternative ways to engage without compromising academic access.
Academic and Institutional Advantages
Institutions are attracted to hybrid models not only for flexibility but also for cost‑effectiveness. By shifting part of teaching online, universities can reduce reliance on physical infrastructure and extend their reach beyond geographic limits. Hybrid formats also support pedagogical diversity: combining synchronous and asynchronous techniques enhances engagement through interactive digital tools, quizzes, discussion forums and multimedia content, while preserving in‑class opportunities for active learning and peer collaboration.
Supporting Inclusivity and Personalisation
Hybrid Learning promotes inclusivity by enabling personalised study paces and learning modalities. Learners who feel uncomfortable speaking up in class may prefer typed questions or chat channels during live sessions. Recorded content means quieter students can review at leisure, ensuring no one gets left behind. This adaptability is especially meaningful for neurodivergent students or those with educational access barriers.
Technological Expectations and the Digital Divide
Despite its promise, hybrid delivery places heavy demands on technology. Reliable broadband, updated hardware and learning platforms are essential. Yet many students—particularly those from low‑income or rural backgrounds—lack consistent access, deepening the digital divide. Academics report that navigating platforms, uploading materials and managing online sessions increases workload significantly—96% of staff surveyed at Bristol expressed concern over this added burden.
Faculty Training and Pedagogical Redesign Imperatives
Effective Hybrid Learning demands teaching methods beyond simply streaming lectures. Instructors must be trained in blended instructional design, including how to integrate active and collaborative online tasks with in‑person seminars. Without such training, there is a risk of efficiency overtaking pedagogy, resulting in poorer learning outcomes and disengaged students.
Maintaining Engagement and Community Spirit
One persistent criticism of hybrid formats is their potential to weaken student engagement. Data suggests that fully online learners, or those who view recorded lectures in bulk, may disengage or fall behind academically. Moreover, the sense of belonging and cohort identity generated through in‑person interaction is harder to replicate online. Creating a cohesive learning community requires deliberate efforts: regular feedback loops, synchronous group tasks and inclusive communication strategies.
Employer Perspectives on Graduate Preparedness
Employers appear to prefer graduates from hybrid or face‑to‑face pathways over exclusively online learners. In one UK 2023 employer survey, satisfaction with hybrid and in‑person graduates stood at about 88 percent compared with around 82 percent for online‑only graduates. Comments highlighted concerns over collaborative skills and workplace readiness that may not be fully developed through remote learning alone.
Strategic Approaches to Implementation
To maximise success, institutions should adopt best‑practice strategies. These include: investing in students’ access to devices and connectivity; offering faculty professional development in hybrid pedagogy; aligning online and face‑to‑face elements to learning outcomes; and tracking engagement data to refine course delivery over time. Clear communication with students and staff about the purpose, expectations and limitations of Hybrid Learning is also essential to manage perceptions and participation.
Emerging Innovations on the Horizon
Looking ahead, hybrid learning in higher education is poised to evolve further. AI‑enabled platforms, personalised learning pathways and adaptive assessments could deepen the model’s pedagogical impact. Virtual reality and augmented reality may offer immersive learning experiences that blur the line between online and physical classrooms. Yet institutions must guard against over‑reliance on emerging technologies without a clear pedagogical purpose.
Balancing Benefits Against Limitations
In summary, Hybrid Learning presents a powerful opportunity to enhance flexibility, support diverse learning needs and expand access to higher education—especially for non‑traditional and under‑represented students. At the same time, implementation challenges—such as technological inequality, increased faculty workload, engagement gaps and quality assurance—are non‑trivial and demand sustained investment and planning. Universities must ensure that hybrid delivery is driven by pedagogy rather than expedience.
Future Outlook and Considerations
As institutions integrate hybrid models into long‑term strategy, success will hinge on organisational commitment, continuous training and a student‑centred approach. Universities should not view hybrid as a mere contingency or cost‑saving measure. Instead, they must position it as a thoughtfully designed learning ecosystem. By doing so, they can offer robust academic experiences that honour both the digital and the human elements of higher education.
Conclusion
Hybrid Learning is rapidly becoming a cornerstone of modern higher education. When implemented with clarity, equity and pedagogical rigour, it offers significant benefits: flexibility, inclusion, engagement and scalability. Yet it also places new demands on infrastructure, staff and institutions. The future of higher education lies not in abandoning tradition or embracing tech hype, but in forging a balanced hybrid path that leverages the strengths of both physical and digital learning.
In 2025, Digital Literacy is no longer optional: it is the bedrock of modern education and future success. Across the UK and beyond, educators, policymakers and industry leaders increasingly recognise that every student must master not only tools but critical understanding of the digital realm.
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The Rising Imperative for Digital Literacy
Historically introduced in the 1970s, digital literacy once referred simply to the ability to find and use information online. Today, it encompasses much more: discernment of credible sources, understanding of data privacy and AI ethics, cybersecurity awareness and creative capacity in digital content creation. In an era where AI tools are embedded in everyday learning—over 90 per cent of UK undergraduates now use generative AI for study support—students must be taught what these systems can really do and when they might mislead.
The World Economic Forum and OECD agree: digital skills and cognitive agility are high‑demand competencies that distinguish those who thrive from those left behind. With millions of adults still lacking basic digital capabilities—even in developed countries—the school years are pivotal for building a truly inclusive digital society.
What Every Student Must Know
1. Critical Information Evaluation
Students must learn how to evaluate credibility in a world awash with information. Understanding media bias, recognising misinformation, and verifying online content are essential strands of modern Digital Literacy.
2. Online Safety and Privacy
As education moves online, students need confidence in managing passwords, recognising phishing, and avoiding fraudulent scams—skills especially critical during adolescence. Educators are introducing “digital character” curriculum to address ethical use, privacy, and healthy online habits.
3. AI Literacy and Ethical Use of Tools
The newly introduced AI Literacy Framework by OECD and EU emphasises that knowing how to use AI is insufficient—students must also understand limitations, bias and responsible deployment, according to a report by weforum.org. Teaching AI literacy as part of Digital Literacy ensures students can harness these tools without misapplying them.
4. Computational Thinking and Problem Solving
Modern digital fluency means applying logic and computational approaches to solve real‑world problems. PISA 2025’s assessment tests self‑regulated learning and digital inquiry skills embedded in learning tasks, per oecd.org.
5. Content Creation & Communication
Beyond passive use, students must be able to create blogs, podcasts, videos and infographics, exercising Digital Literacy through purposeful expression and collaboration.
6. Accessibility and Inclusivity
Equitable access to devices and digital instruction remains uneven. Schools must ensure all learners, including those from underserved communities, benefit from Digital Literacy programmes.
Innovations Driving Digital Education in 2025
Personalised Learning Powered by AI
AI‑driven platforms tailor content, automate feedback and illuminate gaps in understanding, freeing educators to support students individually.
Immersive and Multimodal Experiences
Augmented reality, virtual learning scenarios, and hologram guest lecturers enrich engagement and strengthen interactive learning.
Gamification to Boost Engagement
Game‑based learning using points, badges, or leaderboards enhances motivation, smartly aligning with digital literacy goals rather than detracting from learning.
Collaborative Learning Online
Digital platforms support peer feedback, group projects and shared spaces that develop collective critical thinking and communication skills.
A UK Focus: Bridging the Gap
Despite broad access to technology, student confidence remains low: nearly 40 per cent of UK youths feel unsure about necessary digital skills, and over a third worry they don’t have them. Government and industry are stepping up:
A £45 million UK initiative aims to upgrade school infrastructure and close the digital divide.
Scotland’s Digital Literacy Week emphasises cybersecurity and AI ethics in school sessions.
Regional programmes such as Greater Manchester’s combine Digital Literacy with soft‑skill training like empathy and time management.
Meanwhile, partnerships between non‑profits, tech companies and education foundations are delivering targeted training to underserved groups across the UK and globally
How Schools Can Deliver Digital Literacy in Practice
Integrate across the entire curriculum
Digital thinking should not be confined to IT lessons. Whether analysing media in English, presenting science digitally, or exploring bias in PSHE, Digital Literacy must be interwoven through every subject.
Invest in continuous teacher training
Many educators lack confidence in teaching AI, data handling or online wellness. Accessible, personalised CPD programmes help build real classroom confidence.
Establish clear policies
From AI use in assignments to device usage and privacy, school policies must be both enabling and ethically grounded. Students and educators benefit from explicit, shared guidelines .
Engage students as collaborators
Students often adopt new digital behaviours quickly. Involving them in co‑designing digital literacy lessons and policies yields better engagement and mutual understanding.
Prioritise inclusive design
Ensure all young learners, especially those from low‑income or rural communities, receive the same standards of digital instruction and access to tools.
Why It Matters — The Broader Impact
Readiness for the future job market: Digital literacy is now a determinant between employability and obsolescence, given the automation of routine roles.
Active citizenship: In digital-first systems—from voting to health services—understanding online navigation safeguards individual empowerment.
Social and economic inclusion: Those who lack these foundational skills risk exclusion from work, education and civic life.
Conclusion
By 2025, Digital Literacy will have earned its status as a core life skill, on par with reading and numeracy. It equips students to navigate information, create responsibly, use advanced tools ethically and participate fully in society.
When embedded throughout schooling—not as an isolated topic but as a lens through which every subject is taught—Digital Literacy enriches learning, reduces the digital divide and positions youth for agency in an AI‑driven world. The call now is for educators, policymakers and communities to build the frameworks, training and infrastructure that make it happen.
As Nigeria’s education system continues its rapid digital transformation, the Top 10 Educational Apps for Nigerian Students and Teachers in 2025 are reshaping how learners and educators engage with content. From curriculum-aligned platforms to international learning hubs, these apps are empowering users across the country. This article explores them in depth—why they matter, what features they bring, and how they’re already improving academic outcomes.
1. uLesson
Founded by Sim Shagaya in 2019, uLesson has become a flagship of Nigerian digital learning. Designed for primary and secondary students, uLesson delivers animated video lessons, quizzes, and mock exams that align closely with WAEC, JAMB, NECO, and BECE curricula. It supports offline learning, making it accessible even in areas with limited connectivity. Its blend of engaging visuals and curriculum alignment makes it one of the most trusted educational apps for exam preparation in 2025.
2. Afrilearn (formerly ClassNotes.ng)
Afrilearn, established in 2019 by Isaac Oladipupo and Gabriel Olatunji‑Legend, provides a comprehensive e-learning experience for junior and secondary students. Offering animated video tutorials, personalised dashboards, exam practice tools, and even coding modules, this app supports major national exams (WAEC, NECO, JAMB and BECE) and follows the Nigerian curriculum closely. As part of the 2025 top picks, Afrilearn stands out for its versatility and student‑centred design.
3. Kashgain.Net
Topping several local rankings as a CBT practice powerhouse, Kashgain.Net is ideal for preparing for WAEC, JAMB, Post‑UTME and NECO. It offers a robust timer‑based exam simulation engine, offline access, instant scoring, and revision tools—delivering a compelling, gamified learning experience that keeps students engaged and motivated.
4. EduPadi
EduPadi is another exam-focused platform that offers free access to a wide database of past questions and answers. This app is tailored for SSCE and university entrance preparations, and it works even offline. It’s praised for being lightweight and accessible, ideal for students studying without stable internet access.
5. Pass.ng
Established in 2012, Pass.ng has built a strong reputation in Nigeria as a freemium platform offering self‑testing simulation for JAMB, WAEC, NECO and Post‑UTME exams. With endorsement from the Joint Admissions and Matriculation Board and multiple startup awards, Pass.ng continues to provide a trusted CBT engine and tracking tools for performance analysis. It remains one of the most reliable educational apps for serious exam preparation.
6. Tuteria
A pioneer tutoring platform since 2015, Tuteria connects learners with verified tutors for both online and in‑person lessons across academic and vocational subjects. Each tutor undergoes identity and competency checks, assuring high-quality trust and learning outcomes. Tuteria’s personalised one‑on‑one support makes it invaluable for students and teachers seeking targeted help.
7. Schoolgate
Schoolgate offers a playful yet educational environment for primary learners. Through games, audio lessons, and curriculum-aligned content, it strengthens foundational literacy and numeracy skills in young children. It’s a standout among educational apps for primary school engagement with local relevance and adaptable teaching approaches.
8. Learn Africa eLearning
Learn Africa eLearning brings digital textbooks and curriculum content to students at affordable rates. Designed for primary and secondary audiences, it turns traditional printed materials into interactive digital formats, making learning more accessible and cost-effective across Nigeria—including remote regions.
9. ClassNotes.ng (by Afrilearn)
Although merged into the Afrilearn ecosystem, ClassNotes.ngretains a distinct identity for its neatly summarised revision notes and topic outlines for SS1 to SS3 students. Perfect for quick revision, it presents clean layouts, smart summaries, and point-by-point breakdowns that complement other learning methods.
10. KhanaTeach (or SabiTeach)
Rebranded as SabiTeach, this app lets students book one-on-one tutoring sessions with verified teachers tailored to their schedule and learning needs. Ideal for real-time help and corrections, SabiTeach adds the personal touch often missing in large-scale digital platforms. It ranks among the most effective educational apps for supplementary tutoring support in Nigeria.
Why These Apps Matter for 2025
• Curriculum Alignment
Each app caters specifically to Nigerian exams and curriculum standards, ensuring learners stay relevant to their context—from WAEC to university entrance exams.
• Offline Access
Recognising Nigeria’s connectivity gaps, nearly all entries offer offline capabilities, ensuring continuity even in remote or low‑bandwidth settings.
• Personalised Learning
From performance dashboards to tutor matching and adaptive quizzes, these apps support individualised education paths for both students and teachers.
• Exam Preparation Power
With strong CBT engines, past‑question databases, mock exams, and performance tracking, these tools are exceptionally useful for serious exam‑focused studying.
• Broad Accessibility
Whether for primary school play‑based learning or tertiary‑level professional certification (e.g. Coursera), the diversity of options helps all levels of learners.
Schools and Teachers: Tools That Work for You
Teachers in Nigeria can integrate many of these educational apps into their day‑to‑day workflow:
uLesson and Afrilearn provide video lessons and quizzes that teachers can assign alongside classroom instruction.
Tuteria and SabiTeach support one‑on‑one tutoring options—ideal for students needing extra help.
Schoolgate, Learn Africa eLearning, and ClassNotes.ng offer resources that teachers can adapt into lesson planning or classroom activities.
Tools like Pass.ng, Kashgain, and EduPadi help monitor and evaluate class-wide exam readiness.
These platforms elevate the teacher’s role from content delivery to facilitation, leveraging technology to support student progress.
Tips for Getting the Most Out of These Apps
Mix and Match: Use exam-prep apps (like uLesson, Pass.ng, Kashgain) alongside tutoring tools and revision note platforms for comprehensive coverage.
Set Schedules: Allocate daily or weekly time blocks using apps like Schoolgate or Afrilearn, then follow up with quiz-based reinforcement.
Offline Downloads: Whenever the internet is available, download video lessons or question banks for offline study later.
Track Progress: Apps with dashboards (Afrilearn, Pass.ng, Kashgain) help identify weak points and monitor improvement over time.
Engage Teachers: Teachers can assign specific content through Tuteria, assign groups in Schoolgate, or encourage students to use ClassNotes.ng for review.
Conclusion
In 2025, Nigerian education benefits from a growing ecosystem of educational apps that combine local relevance with global learning approaches. From uLesson and Afrilearn to Pass.ng, Kashgain, and Tuteria, these ten platforms are redefining how students study and how teachers teach. As connectivity evolves, adoption expands, and features grow, these apps are central to Nigeria’s academic progress.
Whether you’re a student striving for excellence, a teacher seeking smarter tools, or a parent supporting a child, this curated list of the Top 10 Educational Apps for Nigerian Students and Teachers in 2025 offers reliable, effective, and accessible options tailored for success.
According to the government, the monitored diseases include Lassa Fever, Monkeypox, Cholera, Yellow Fever, and Diphtheria.
The Commissioner for Health, Okey Kanu, who made this known while speaking to journalists about the outcome of this week’s executive council meeting presided over by Governor Alex Otti, reported that there has been an increase in the level of hygienic lifestyles among Abia residents.
“There have been no reported cases in the State during the period under review”, said Kanu.
He disclosed that the 771 medical jobs approved by Governor Alex Otti for medical doctors, pharmacists, nurses and other medical personnel, have received more than 1000 applications so far.
He announced that a wheelchair-accessible bus for the transportation of physically-challenged athletes had been procured by the State government.
The Commissioner for Information added that the victorious Super Falcon players from Abia, who have returned to their clubs in Europe, would be hosted by Governor Otti, later in the year.
Iorhee Saanmoyol Paul, a 100-level student of Taraba State Polytechnic, has been left abandoned at the National Orthopedic Hospital within the State Specialist Hospital in Jalingo, following a double amputation surgery.
It would be recalled that the student lost both hands after being electrocuted while hoisting the flag of the People’s Democratic Party, PDP, near the polytechnic gate in Jalingo.
The incident occurred on May 21, 2025, and Paul underwent surgery on June 19, 2025.
Initially, the state government, through Operation Keep Taraba Clean Coordinator, Iliya Kefas took responsibility for his medical bills.
Speaking on Monday in Jalingo, the state capital, he expressed sadness at the inability of the state government to come to his aide after the surgery, claiming that the government had since abandoned him, leaving him without proper medical care.
He also alleged that doctors have left him unattended to, and he is struggling to receive necessary treatment.
Taraba state governor
“Despite my critical condition, I have been left to fend for myself. The government’s abandonment has left me and my family in distress.
“I am appealing for assistance from the state government to fulfill its commitment to my medical care.
“I need immediate attention to receive necessary treatment and rehabilitation,” he said.
Some of the doctors in Jalingo, who confided in our reporter, pointed accusing fingers at the state government for the neglect, citing the inability of the government to fulfill the promise as regards the medical upkeep of the student.
As Nigeria strides into an era defined by technology and creativity, STEAM Education (Science, Technology, Engineering, Arts, and Mathematics) is rapidly emerging as the linchpin of this transformation. From Abuja to Ilorin, initiatives are mounting to integrate STEAM into curricula, empower students, and position Nigeria at the vanguard of global innovation.
Table of Contents
From Pilot to Policy: Turning Vision into Education Reform
Nigeria launched its STEAM initiative in 2023 across six pilot states—Adamawa, Ebonyi, Nasarawa, Ondo, Rivers, and Sokoto—with 222 specially trained teachers. Although private schools adopted it quickly, public schools lagged due to limited support. Experts, including Prof. Emerita Nwaorgu, chair of the implementation team, are now urging the Federal Government to embed STEAM Education across pre-primary, primary, and secondary schools nationwide.
Economics Meets Education: Why STEAM Matters for Growth
For economists and educators alike, STEAM Education is more than pedagogy—it’s infrastructure for the economic future. Integrating creative arts with technical disciplines cultivates critical thinking and innovation, essential for addressing Nigeria’s development challenges. Analysts argue that nations embracing STEAM curricula consistently outperform peers in workforce adaptability and GDP growth.
Building Foundations: Teacher Training and Curricular Tools
The Universal Basic Education Commission (UBEC) is spearheading the development of STEAM teaching modules tailored for basic-education teachers. This includes training on design thinking, digital arts, robotics, and interdisciplinary lesson delivery, bridging subject silos and fostering hands-on learning environments. Meanwhile, the federal plan includes re-equipping 10,000 schools per year over the next decade—bringing modern labs and e‑learning platforms into classrooms nationwide.
Innovation in Action: Student-Led Projects of the Future
Nigeria’s young innovators are already showcasing the promise of STEAM Education. At the Whistles Children’s School STEAM exhibition in March 2025, Year 3–5 pupils presented AI car models, delivery robots, smart glasses, and air vacuum systems—demonstrating real-world application of interdisciplinary thinking. Educators praised the early cognitive empowerment being nurtured through such experiences.
Festivals, Partnerships & EdTech: Expanding Access Beyond the Classroom
In Ilorin, IHS Nigeria partnered with Kwara State Government and STEAM UP Kwara to bring Africa’s largest children’s STEM festival to the region. The STEM Africa Fest in July 2025 featured hands-on robotics, drone demos, AI workshops, coding and design sessions—touchpoints reinforcing STEAM Education in a vibrant public setting.
On the digital front, the 3 Million Technical Talent (3MTT) initiative aims by 2027 to train three million Nigerians in AI, machine learning, cloud computing, cybersecurity and more. This national program entwines with STEAM principles, equipping youths and mid-career adults alike with skills to thrive in the Fourth Industrial Revolution.
Additionally, emerging partnerships—like “GameClass”, bringing video-game-based learning to 200 schools—demonstrate how gamified STEAM Education is reaching underserved communities across the continent.
Public‑Private Models: STEAM UP Nigeria Pioneering AI & Semiconductor Ecosystem
The STEAM UP Nigeria initiative represents a strategic public-private collaboration set to shape West Africa’s AI and advanced manufacturing capabilities. This ecosystem includes makerspaces, industry-aligned AI apprenticeships, and semiconductor talent pipelines, all powered by partnerships between government, tech hyperscalers, and academic actors. The aim: to go beyond theory and convert STEAM Education into economic empowerment and global competitiveness.
Addressing Challenges: Infrastructure, Teacher Capacity, and Equity
Despite strong momentum, Nigeria faces real hurdles. Unreliable electricity and internet infrastructure create uneven implementation. Furthermore, many teachers lack interdisciplinary training, an essential bridge in authentic STEAM Education delivery.
Experts also highlight STEM’s historical marginalisation of the arts, making full STEAM integration challenging in traditional systems. Inclusive policies—recruiting more female students, retaining talent, and broadening access—are critical to equity and scale.
Early Wins & Inclusive Impact: Case Studies
In Lagos, the Women’s Technology Empowerment Centre (W.TEC) continues to deliver STEAM Education programs focused on girls and underserved youth. From after-school coding classes to electronics training, W.TEC is driving gender inclusion in technology education—with tangible impact in 2024 and 2025.
Meanwhile, Covenant University recently received IT equipment donations from Cisco and Interswitch to support its Cisco Networking Academy, further advancing STEAM Education in tertiary settings and nurturing cybersecurity, networking, and programming skills among students.
Comparison: What Nigeria Can Learn from Global Precedents
Countries like Finland and South Korea have long integrated interdisciplinary, student-centred STEAM curricula. The result: resilient economies powered by innovation, creativity, and scientific excellence. Nigeria’s roadmap now mirrors these global best practices—emphasising design thinking, hands-on labs, and early exposure to computational concepts.
Looking Ahead: Sustaining Momentum Through 2030 and Beyond
The future of STEAM Education in Nigeria will hinge on sustained coordination across government, academia, and the private sector. Key success factors include:
Scaling pilot programs to all 36 states and FCT.
Curriculum institutionalisation, embedding STEAM into the national education strategy.
Long-term teacher development and hiring STEAM-savvy educators.
Infrastructure investment, ensuring consistent power, internet, and facilities.
Equity programs targeting girls, rural learners, and marginalised groups.
Economic linkage, translating STEAM skills into tech startups, AI apprenticeships, and manufacturing jobs.
Conclusion
Nigeria is at a pivotal moment. With strategic leadership, public-private partnerships, and inclusive policy frameworks, STEAM Education has the potential to transform not just classrooms but communities, industries, and the nation’s position in the global economy. By embedding creative thinking into scientific learning, Nigeria can unlock a generation of problem-solvers, innovators, and entrepreneurs ready to shape a 21st-century “African century” driven by technology and design.
The future of STEAM Education in Nigeria—and its ripple effects across Africa—is not just promising; it’s already underway.
The victims were tragically attacked while riding a motorcycle from Oju, according to security reports.
Governor Alia also condemned a separate incident involving an attack on Nyifon community in Mbaikyongo Ward, Buruku Local Government Area.
This incident, reportedly stemming from a misunderstanding linked to a boat mishap, was carried out by youths from Mbayaka community in Kusuv, also of Buruku LGA.
“These incidents, occurring in different Local Government Areas, are deeply regrettable and unjustifiable,” stated Governor Alia.
“No individual or group has the right to invade another community or cause harm under any circumstances.”
In response, Governor Alia has directed security agencies to collaborate with local traditional rulers and conduct thorough sweeps of the affected areas.
He mandated that within 48 hours, the perpetrators of these crimes must be identified and apprehended to face legal consequences.
“Benue State is achieving security stability, and I will not tolerate any actions that threaten the peace we strive to maintain,” affirmed the Governor.
He reassured the public of his administration’s unwavering commitment to safeguarding lives and property, urging all communities to uphold peace and cooperate during ongoing investigations.
When schools around the world shuttered in early 2020, education systems scrambled to adapt. But amid the chaos of the pandemic, a transformative shift quietly began: online learning platforms emerged as a powerful tool to bridge longstanding education disparities. As we move into 2025, their role in fostering equity is clearer, though challenges remain.
Table of Contents
From Pandemic Response to Equity Mission
The abrupt transition to remote education affected 1.6 billion children in over 190 countries, leaving many disconnected from classrooms for weeks or months, according to the European Investment Bank. Students from disadvantaged backgrounds were especially hard hit—often lacking reliable internet, devices, or a quiet workspace. For many, schools were not just learning centres but anchors providing technology and structure.
Yet, as policymakers and educators mobilised, online platforms began evolving from emergency stopgaps into long-term equity tools. Free and low-cost platforms like Khan Academy and Coursera became accessible to remote and low-income populations globally. Governments and NGOs simultaneously stepped in to supply devices and support connectivity: Nigeria’s Learning Platform reached over half a million users in just 15 months, with content in English and major local languages, accessible online and offline.
Tackling the Digital Divide
Closing the gap begins with addressing technological infrastructure:
Device and connectivity access: Programs distributing laptops, tablets, and mobile internet have become vital in underserved regions. In the U.S., many K‑12 students gained devices during the pandemic, reducing device gaps by 40–60% yet connectivity disparities remain significant, particularly for low‑income and minority households.
Digital literacy training: Equipping students and families with the skills to use learning platforms is critical. Without basic navigation skills, even accessible platforms become underutilised.
Learning spaces and support: Partnering technology access with quiet learning environments, personalised help, and peer support is essential, especially in high‑stress homes where distractions are common.
Personalised, Adaptive Learning Tools
Online platforms shine when they tailor education to individual learners. Systems like DreamBox, IXL, or AI‑driven tutoring adapt to a student’s pace and style, boosting engagement and closing learning lag. Studies show AI‑powered tools like Korbit produce 2 to 2.5 × greater learning gains compared to traditional MOOC models.
In South Africa, smart learning assistants running on basic smartphones provide real‑time feedback, translation, and tailored lessons—making learning accessible even in poverty‑stricken rural areas.
By automatically adjusting difficulty, pacing, and content format, these tools help level the playing field, particularly for students who have struggled in one-size-fits-all classrooms.
Supporting Marginalised Groups: Inclusion Through Design
Online platforms offer new opportunities to support learners with disabilities, multilingual students, and others traditionally underserved:
Captioning, audio descriptions, keyboard navigation, multilingual language options, and extended deadlines help disabled students participate fully in online learning.
Content in multiple local languages broadens access, as seen with platforms offering Hausa, Yoruba, and Igbo alongside English in Nigeria.
Remote formats have widened access to higher education for chronically ill or disabled learners, yet many universities have scaled back accommodations post‑pandemic, raising concerns of widening exclusion.
Technology has the power to democratize education—but only if platforms remain user-centred and inclusive.
Blended Learning: Combining Strengths for Equity
Community colleges, for instance, have leveraged blended delivery to raise performance among disadvantaged students. Carefully designed, this approach helps sustain engagement, combats isolation, and supports equity across diverse student populations.
Real‑World Impact: Recovery and Resilience
In many regions, targeted digital support programs are showing measurable gains:
In the U.S., COVID‑related learning loss still leaves students nearly half a grade level behind in reading and math, but districts like Spring Branch ISD (Houston) bucked the trend by investing in summer programmes, tutoring, specialist hires, and early in‑person return. They even utilised online tools like one‑on‑one Zoom sessions for catch‑up learning, resulting in improved performance and narrowed disparities.
UNICEF’s Nigeria Learning Platform enrolled over 500,000 users in underserved areas, combining online and offline access and delivering curriculum in local languages—bridging gaps in rural regions and boosting literacy and numeracy skills.
Policy, Partnerships, and Sustainability
Sustainable change rests on intentional action from governments, NGOs, private-sector partners, and communities:
Infrastructure investment—broadband rollout, device subsidies, community access hubs—remains vital. The U.S. ConnectEd Initiative exemplifies public–private collaboration, providing hardware, software, and connectivity support to underserved schools.
Teacher preparation in digital pedagogy ensures online lessons are designed to support equity. Professional development targeting technology integration and inclusive instruction must be scaled up
Monitoring and data-driven evaluation help identify which interventions are effective for different groups—especially minoritized or economically vulnerable students.
Persistent infrastructure gaps: Rural areas and low‑income communities still lag in reliable connectivity and device access. Many platform deployments during COVID were temporary stop‑gaps, with coverage set to expire unless funding continues.
Equity in outcomes: Some studies indicate that online learning exacerbated racial performance gaps without tailored supports—in community college online courses, Black and Hispanic students saw wider grade disparities compared to white peers, despite controlling for selection bias.
Retention and interaction: Students who felt socially isolated or overwhelmed online were more likely to disengage or drop out. Marginalised students often hesitate to seek help due to stereotype threat or a lack of belonging.
Discontinuation of accessible learning accommodations: Disabled learners who benefited from remote formats early in the pandemic are now often excluded as in‑person courses resume without equivalent flexibility.
Continued investment, policy attention, and inclusive design are essential to avoid widening disparities.
Embedding inclusivity by design in platforms—multilingual content, accessible interface, adaptive supports.
Building blended learning as the norm, not an exception, to combine the strengths of digital and in-person instruction.
Securing sustained public and private funding for broadband infrastructure, device provision, and teacher professional development.
Using data analytics to monitor equity metrics—completion, engagement, performance—across student populations.
Centring equity in policy mandates and procurement—from curriculum standards to funding decisions, alignment matters.
When thoughtfully designed and implemented, online platforms can serve not only as a crisis-response tool but as a permanent force for equity.
The Takeaway: Towards Educational Justice
Technology and online platforms offer deep promise: expanding access to quality instruction, enabling personalised learning, accommodating diverse needs, and supporting underserved communities. But their power hinges on context, design, and support.
We must remember this: digital spaces are not magic spells that erase inequality—they require intentional policy, inclusive design, and ongoing human support to deliver on their equity potential. As we look ahead, digital learning platforms have the capacity to close long‑standing education gaps—but only if we reinforce them with commitment, resources, and equity-centred strategy.
Conclusion
From pandemic recovery to long-term equity strategy, online learning platforms are reshaping access and outcomes across demographics. By addressing technology gaps, enabling adaptive learning, supporting marginalised groups, and embedding blended design, these tools are helping close education disparities worldwide.
The administration of President Donald Trump has threatened to cancel Nigerian students’ visas if they fail to show up for class or leave school without notifying the proper authorities.
In a statement released on Monday, the U.S. Mission in Nigeria also cautioned that they could not be allowed to apply for U.S. visas in the future.
“If you drop out, skip classes, or leave your programme of study without informing your school, your student visa may be revoked, and you may lose eligibility for future U.S. visas,” the U.S. government said.
It added, “Always adhere to the terms of your visa and maintain your student status to avoid any issues.”
This warning comes amid the Trump-led administration’s clampdown on immigration in the U.S.
The U.S. government issued visa limitations last month, lowering the five-year visa policy for Nigerians looking to travel to the United States for non-official and non-immigrant purposes to three months. Additionally, it required Nigerian visa applicants to make their social media profiles public in order to undergo security screening and be evaluated for eligibility for an American visa.
President Trump issued a travel ban in June that forbids entry into the United States from Afghanistan, Myanmar, Chad, the Republic of Congo, Equatorial Guinea, Eritrea, Haiti, Iran, Libya, Somalia, Sudan, and Yemen.
According to previous reports by NaijaEyes, 36 nations are being considered for the U.S. travel ban, including Nigeria.
