Nigeria’s education sector stands at a critical juncture, grappling with numerous challenges, including inadequate infrastructure, insufficient teacher training, and limited access to modern learning tools. Among these challenges, the slow adoption of digital technologies has further exacerbated the educational divide. While the global shift toward digital transformation in education is accelerating, Nigeria risks being left behind unless urgent steps are taken. The need for a wholistic approach to digital transformation in education has never been more urgent.
Across the world, digital transformation is reshaping the learning landscape. From online learning platforms to AI-driven educational tools, technology is revolutionizing the way students learn and how educators teach. The pandemic further highlighted the importance of digital readiness, as many countries quickly pivoted to remote learning models. In this new era, countries that fail to integrate technology into their education systems risk depriving their citizens of the critical skills needed for the 21st century. The Nigerian education system, if not digitally restructured, will continue to struggle with low learning outcomes, limiting the nation’s potential in a knowledge-driven global economy.
The purpose of this paper is to examine the current state of digital integration in Nigeria’s education system, identifying the challenges and opportunities that lie ahead. It aims to explore the strategic interventions necessary for a wholistic digital transformation, covering areas such as policy reform, infrastructure development, teacher training, and digital literacy for students.
In essence, a wholistic digital transformation in Nigeria’s education sector is crucial not only to bridge educational inequalities but also to improve learning outcomes and prepare future generations for participation in a rapidly evolving global economy. This paper argues that without a comprehensive digital overhaul, Nigeria’s development goals, especially in the realm of education, will remain significantly constrained.
- THE STATE OF EDUCATION IN NIGERIA: A NEED FOR DIGITAL OVERHAUL
a) Overview of Nigeria’s Education System
Nigeria’s education system is structured into three main levels: primary, secondary, and tertiary education. According to the National Policy on Education, primary education spans six years, secondary education is divided into three years of junior secondary and three years of senior secondary, while tertiary education includes universities, polytechnics, and colleges of education. The system is designed to provide basic literacy, vocational training, and higher academic pursuit. However, despite its structured framework, Nigeria’s education system faces deep-rooted challenges that hinder its ability to deliver quality education and compete in the global knowledge economy. The vocational aspect of the education system remains comatose till today, and this is left for the policy makers to answer.
At the primary and secondary levels, many schools suffer from inadequate funding, poor infrastructure, and overcrowded classrooms, leading to a significant decline in educational standards. The situation at tertiary institutions is not much better, with many universities and polytechnics struggling to meet the demands of the modern labour market due to outdated curricula and limited access to digital resources.
b) Challenges in the Current System of Education in Nigeria
Higher education in Nigeria is beset by numerous challenges that hinder its ability to deliver quality education and foster national development. These challenges are multifaceted, spanning funding, infrastructure, governance, and human resources. According to Okolo et.al (2021), these challenges are treatable where there is both willingness and passion to create a legacy for generations.
Discussed below is an in-depth exploration of the key issues plaguing Nigeria’s higher education system.
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- Lack of Infrastructure and Modern Teaching Tools
A significant challenge to Nigeria’s education system is the lack of basic infrastructure and modern teaching tools. Many schools, particularly in rural areas, lack access to electricity, the internet, and digital devices, making it difficult to adopt modern teaching methods. A survey conducted by the United Nations Children’s Fund (UNICEF) found that over 10.5 million Nigerian children are out of school, partly due to the unavailability of conducive learning environments. The absence of technological infrastructure in these schools perpetuates the cycle of poor educational outcomes.
In tertiary institutions, the lack of investment in digital infrastructure has resulted in limited access to online learning platforms, research databases, and other digital resources essential for academic success. The slow pace of digital adoption further marginalizes students, making them less competitive in a globally connected world where technological literacy is paramount.
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- Inequality in Access to Quality Education
Educational inequality in Nigeria is most evident in the disparity between urban and rural areas. While schools in urban centres may have some access to modern learning tools, those in rural regions face chronic shortages of basic amenities. This divide has resulted in a two-tiered education system where children in urban areas have better opportunities to succeed, while those in rural areas remain disadvantaged. According to a report by the World Bank, rural students are less likely to complete their education, and those who do often graduate without the skills necessary to compete in a digital world (World Bank, 2020).
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- Traditional Teaching Methods Misaligned with Global Trends
Nigeria’s education system is still largely reliant on traditional, lecture-based teaching methods that emphasize rote learning rather than critical thinking and problem-solving. This approach is increasingly out of step with global educational trends, where the focus is shifting toward student-cantered learning, collaboration, and the use of digital tools to enhance understanding. The inability to incorporate technology into teaching and learning not only limits the scope of education but also fails to prepare students for the demands of a digital economy.
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- The COVID-19 Pandemic and Digital Inadequacies
The COVID-19 pandemic exposed the deep digital inadequacies within Nigeria’s education system. When schools were forced to shut down, countries with robust digital infrastructures transitioned to online learning, ensuring minimal disruption. In contrast, Nigeria’s lack of preparedness for remote learning meant that millions of students were left without access to education for months. The pandemic highlighted the urgent need for Nigeria to integrate digital technologies into its education system to ensure continuity and resilience in the face of future disruptions.
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- Inadequate Funding
One of the most significant challenges facing higher education in Nigeria is the chronic underfunding of institutions. Most universities, polytechnics, and colleges operate with insufficient financial resources, which affects the quality of education provided. The federal government allocates less than the recommended 15-20% of its budget to education, as suggested by UNESCO (2014). This underinvestment results in a shortage of essential resources, including teaching aids, research materials, laboratory equipment, and modern infrastructure. Without proper funding, higher education institutions struggle to maintain basic operational standards, leaving them unable to compete with their global counterparts.
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- Corruption in the Citadel of Learning
Corruption is another pervasive problem within Nigeria’s higher education system. It manifests in various forms, including embezzlement of funds, mismanagement of resources, favouritism in admissions, and academic malpractice. Corruption has eroded the credibility of institutions, leading to the issuance of unmerited degrees, a practice that diminishes the value of education. Reports of “sorting” (bribing lecturers for grades) have tarnished the integrity of Nigerian universities. This unethical practice not only affects the quality of graduates but also undermines the nation’s development goals by producing underqualified professionals in key sectors.
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- Inadequate Infrastructural Facilities
Most Nigerian higher institutions suffer from poor infrastructure, including outdated lecture halls, inadequate laboratory facilities, and poorly equipped libraries. Many universities operate in dilapidated buildings that lack essential amenities such as stable electricity, clean water, and internet access. Infrastructural deficits have a direct impact on the quality of teaching and learning, as students are often forced to learn in overcrowded, uncomfortable conditions. Furthermore, the absence of modern laboratories limits students’ ability to engage in practical work and research, a key component of a well-rounded tertiary education.
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- Shortage and Lack of Adequate Training and Development of Academic Staff
Nigeria’s higher education system faces a severe shortage of qualified academic staff. Many institutions operate with a staff-to-student ratio far below global standards, resulting in an overburdened faculty that cannot adequately meet the academic needs of students. Additionally, the lack of opportunities for professional development and training further hampers the effectiveness of academic staff. Lecturers often lack access to the latest pedagogical tools and research developments, making it difficult for them to keep up with global trends in education. Without a system for continuous development, the teaching quality remains subpar, limiting students’ intellectual growth and capacity for critical thinking.
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- Regular Strike Actions by Academics
Strike actions by academic staff, particularly those under the umbrella of the Academic Staff Union of Universities (ASUU), have become a recurring issue in Nigerian higher education. These strikes, often triggered by disputes over salaries, working conditions, and funding allocations, have led to the frequent closure of institutions, disrupting the academic calendar and delaying the graduation of students. For instance, in 2020 alone, Nigerian universities experienced prolonged closures due to an extended ASUU strike. The constant disruption of academic activities has a detrimental impact on students’ educational experience, leading to lower academic performance and a loss of motivation.
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- Lack of University-Industry Linkages or Partnerships
The disconnect between higher education institutions and industry is another major challenge. In developed countries, universities collaborate with industries to drive research, innovation, and the development of new technologies. However, in Nigeria, such linkages are weak or non-existent. This lack of partnership means that Nigerian universities are not aligned with the demands of the labour market, leading to a mismatch between the skills students acquire and the skills needed for employment. Strengthening these linkages could lead to better internships, research funding, and employment opportunities for graduates.
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- Brain-Drain through Relocation of Competent Lecturers
Brain-drain, or the emigration of highly skilled and competent lecturers to other countries, is a pressing challenge for Nigeria’s higher education sector. Many qualified academics seek better opportunities abroad due to poor working conditions, inadequate remuneration, and limited research funding in Nigeria. This exodus of talent leaves institutions with a shortage of experienced and capable educators, diminishing the quality of education and research output. According to the International Organization for Migration (IOM), Africa loses about 20,000 skilled professionals annually, with Nigeria contributing a significant portion to this figure. Without addressing the root causes of brain-drain, Nigeria’s higher education system will continue to suffer from a talent deficit.
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- Poor Research Culture
Research is the backbone of any thriving higher education system, but in Nigeria, a poor research culture prevails. The lack of funding for research, coupled with inadequate infrastructure and limited access to modern research tools, has stifled innovation. Many lecturers are unable to engage in meaningful research due to the absence of grants, leading to a decline in the number of published academic papers and research breakthroughs from Nigerian institutions. This poor research culture also impacts students, who are deprived of opportunities to engage in cutting-edge research projects that could enhance their academic experience and employability.
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- Weak Administrators
The management of higher education institutions in Nigeria is often characterized by weak administrative structures. Many university administrators lack the leadership skills necessary to effectively manage the complexities of modern academic institutions. Poor governance leads to inefficiencies, misallocation of resources, and an inability to address the needs of staff and students. The absence of robust leadership also affects the implementation of strategic initiatives, such as curriculum reforms and the integration of digital technologies. Strong leadership is essential for driving innovation and ensuring that institutions remain competitive on the global stage.
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- Insecurity in Higher Institutions
Insecurity is a growing concern in Nigerian higher education, particularly in northern regions where insurgent groups, such as Boko Haram, have targeted schools and universities. The frequent abduction of students and attacks on educational institutions have created an atmosphere of fear, discouraging parents from sending their children to school and disrupting academic activities. Additionally, cultism and violence within universities further contribute to the insecurity on campuses. These issues not only threaten the safety of students and staff but also undermine the academic mission of higher institutions.
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- Old and Archaic Curricula
Nigeria’s higher education curricula have not evolved to keep pace with global advancements and the demands of the 21st-century economy. Many academic programs are still based on outdated concepts that fail to prepare students for modern challenges. Graduates often emerge from these programs with skills that are irrelevant in today’s technology-driven world. There is a dire need for a curriculum overhaul to incorporate new disciplines, such as data science, artificial intelligence, and sustainable development, which are crucial for national growth and global competitiveness.
THE CONSEQUENCES OF DIGITAL ILLITERACY IN 21st CENTURY NIGERIA
The consequences of digital illiteracy may include the following amongst others:
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- Limited Access to Information: Today, digital illiteracy is pervasive in many rural areas due to of lack adequate internet access, so, individuals may struggle to find accurate information on health, education, and employment. This results in a general lack of awareness about important issues like public health initiatives, government programmes, or job opportunities.
- Reduced Employability: A rapidly growing job market like Nigeria with increasingly demanding digital skills calls for skilful individuals, therefore those lacking these competencies may find themselves at a disadvantage which can exacerbate unemployment rates, particularly among youth who may not have access to digital training programmes.
- Inequality in Education: Educational resources are already unevenly distributed in Nigeria, hence, students without digital skills are likely to be at a disadvantage when compared with their peers. This digital divide can perpetuate cycles of poverty, as those who struggle academically may have fewer opportunities for scholarships and advanced studies.
- Social Isolation: In a society where community and social networks are vital, the inability to use digital platforms can lead to exclusion. This is especially impactful in urban areas where social interactions increasingly occur online, leaving those without digital skills disconnected.
- Inability to Access Services: As Nigeria continues to digitize essential services—such as health consultations, banking, and government services—digital illiteracy can create significant barriers for individuals, especially in rural communities where traditional service access still persist as the order of the day.
- Increased Vulnerability to Scams: A lack of digital skills makes individuals more susceptible to online scams, which are prevalent in today Nigeria. This can lead to financial loss and erosion of trust in online transactions and services. We heard numerous stories of online scams that even involve those are digital literate, so the pendulum swings not in favour of those who lacks the skills.
- Economic Disparities: Regions with high levels of digital illiteracy, particularly in the northern part of the country, may experience stagnated economic growth. This disparity can widen the gap between urban and rural areas, making it difficult for those in less developed regions to catch up.
- Challenges in Lifelong Learning: With the rise of online education and professional development in Nigeria, those who are digitally illiterate may miss out on essential training programmes that could help them acquire new skills or enhance their careers.
- Decreased Participation in Civic Engagement: Digital literacy is crucial for engaging with civic matters, such as online voting or participating in community discussions. Lack of digital skills can contribute to lower voter turnout and reduced involvement in local governance, further marginalizing certain populations. I am of the opinion that this might be one of the reasons why our political leaders – government and opposition are not interested in online voting which can eliminate the duplicity and brigandage that has characterised our elections since the advent of democratic governance about 25 years ago.
My take from the above points can be summarised into two pillars as explained below:
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- Worsening Educational Disparities and Skills Mismatch
The failure to adopt digital education is exacerbating existing educational disparities in Nigeria. Students in urban areas who have access to digital tools are better equipped to learn and acquire 21st-century skills, while those in underserved areas continue to lag behind. This digital divide is creating a situation where only a small fraction of the population has the skills required to thrive in an increasingly digital workforce, leaving the rest at a severe disadvantage.
Moreover, the mismatch between the skills taught in schools and the demands of the labour market is growing wider. As industries adopt automation, artificial intelligence, and other digital innovations, workers without digital skills are being left behind. A 2018 report by the World Economic Forum emphasized the importance of digital literacy in ensuring employability in the future workforce. Without urgent reform, Nigeria risks producing graduates who are ill-prepared to compete in the global job market.
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- Long-Term Impact on National Development
The lack of digital transformation in education has long-term implications for Nigeria’s socio-economic development. In today’s knowledge-driven economy, nations that fail to invest in digital education are at risk of being left behind in innovation, productivity, and economic growth. Digital illiteracy perpetuates poverty, limits social mobility, and undermines efforts to develop a skilled workforce capable of driving national progress.
If Nigeria does not prioritize digital transformation in education, it will struggle to achieve its national development goals, particularly in the areas of job creation, economic diversification, and technological innovation. As former United Nations Secretary-General Kofi Annan once stated, “Knowledge is power. Information is liberating. Education is the premise of progress, in every society, in every family.” For Nigeria to progress, it must embrace a digital future that empowers its citizens with the skills needed to succeed.
Adapted from Oyewole O. Sarumi (2024). The Future of Learning: How Digital Transformation Could Shape Education in Nigeria. International Journal of Advances in Engineering and Management (IJAEM), Volume 6, Issue 09 Sep. 2024, pp: 696-709 www.ijaem.net ISSN: 2395-5252 https://www.ijaem.net/current-issue.php?issueid=71
