Artificial Intelligence in Nigerian Academia: A Double-Edged Sword

Abstract

Artificial Intelligence (AI) has emerged as a transformative force in global education systems,
offering tools that can personalize learning, automate administrative tasks, and support
inclusive education. However, in the Nigerian context, questions arise regarding its efficacy,
accessibility, and impact on learners. This paper examines AI as both a potential catalyst for
improved learning outcomes and a possible digital distraction. It critically explores the current
implementation of AI technologies in Nigerian academia, the readiness of the higher education
system to adopt such tools, and the implications for lecturers and students. The study employs
a qualitative review approach, drawing from recent literature and policy documents to analyze
the dual role AI plays. Anchored in sociotechnical system theory, the paper suggests that while
Artificial Intelligence (AI) holds significant transformative potential for Nigeria's educational
landscape, its effectiveness is currently constrained by critical factors. These constraints
include infrastructural deficits, widespread digital illiteracy, and the challenges posed by
unregulated usage. To harness AI responsibly and effectively, the paper recommends that
policy-makers and educators take several coordinated steps: investing in robust infrastructure,
training educators to utilize AI tools, developing comprehensive AI policies, fostering inclusive
access to AI technologies, and promoting public-private partnerships for sustainable
development.