Nigeria’s efforts to prepare students for a technology-driven economy could depend partly on how well vocational and technical education lecturers learn to use artificial intelligence (AI). A new study published on 25 October 2026 has identified inadequate training, limited digital infrastructure and weak institutional support as major obstacles to the responsible use of AI in teaching.
The research, titled Understanding Artificial Intelligence Readiness Among Vocational and Technical Education Lecturers for Sustainable Teaching in Nigeria, was published in the journal Discover Sustainability. It explores how lecturers and industry professionals understand AI readiness and what institutions need to make AI-supported teaching effective over time.
According to the published study, being prepared to use AI involves more than knowing how to operate digital tools. It also requires critical thinking, adaptability, ethical awareness and the ability to determine when technology can genuinely improve learning.
The findings are particularly relevant to Nigeria, where vocational and technical education plays an important role in developing practical skills for employment, entrepreneurship and industrial growth.
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Study Finds More Than Technical Skills Needed for AI Readiness
The researchers interviewed 35 participants, comprising 20 university lecturers in vocational and technical education and 15 industry experts with relevant professional, digital or AI experience.
Using a qualitative research approach, the team analysed participants’ responses to identify common views about AI readiness, the difficulties surrounding its adoption and the skills required for sustainable teaching.
The findings suggest that lecturers must combine technological knowledge with sound teaching methods and subject expertise. They also need to evaluate AI-generated information critically, maintain appropriate assessment standards and understand the ethical implications of using these systems.
This is important because AI tools can assist with lesson preparation, learning resources and explanations of complex subjects. However, their usefulness depends on how effectively educators assess their output and adapt it to students’ needs.
The researchers also identified uncertainty about institutional policies as a barrier. Without clear guidance, lecturers may struggle to determine acceptable uses of AI, particularly when preparing learning materials, assessing students or protecting academic integrity.
The study recommends sustained professional development rather than relying on occasional training sessions. It also highlights the need for universities to strengthen their technological infrastructure and establish closer working relationships with industry.
Infrastructure and Practical Learning Remain Major Concerns
Beyond individual competence, the research points to conditions within educational institutions that could limit the adoption of AI. Inadequate training, insufficient infrastructure and limited institutional support may prevent lecturers from translating their interest in emerging technologies into effective classroom practice.
For Nigeria, reliable access to digital tools and the resources needed to use them remains an important consideration when planning technology-based education. Training alone may not deliver meaningful results if lecturers lack the facilities or institutional backing required to apply their knowledge.
The challenge is especially significant in vocational and technical education, where students must develop practical abilities alongside theoretical understanding. AI can support explanations, planning and simulations, but it cannot automatically replace supervised workshop activities, laboratory exercises and hands-on professional experience.
The authors therefore emphasise the importance of integrating technology without weakening the practical foundations of vocational training. They also call for stronger university-industry collaboration to help align teaching with changing workplace expectations.
The researchers caution that their findings reflect participants’ perspectives rather than direct tests of lecturers’ AI competence. The study also did not measure the long-term sustainability of AI-supported teaching, meaning further research will be needed to establish how readiness translates into classroom outcomes.
Back Story: Nigeria’s Growing Focus on AI in Vocational Education
The new research adds to a growing discussion about how Nigerian educators can prepare students for workplaces increasingly influenced by automation, digital systems and artificial intelligence.
Earlier research published in E-Learning and Digital Media examined AI tools used by vocational education lecturers in public universities in Enugu State. The 2024 study, involving 111 lecturers, identified ChatGPT and chatbots among the AI tools used for teaching and learning and recommended regular training for educators.
Other research has also examined digital competence and AI adoption among technical and vocational education teachers in Nigeria. Together, these studies highlight the importance of building educators’ capacity while addressing institutional barriers.
The latest findings reinforce a practical message for universities and policymakers: successful AI integration requires trained lecturers, appropriate infrastructure, clear guidance and continued investment in professional learning. For Nigeria’s vocational education sector, the priority is not simply to introduce AI, but to ensure that its use improves teaching while preserving the practical skills students need for employment and enterprise.
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