Artificial Intelligence in Nigerian Academia: A Double-Edged Sword

Artificial Intelligence (AI) has emerged as a transformative force in global education systems,offering tools that can personalize learning, automate administrative tasks, and supportinclusive 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 forimproved learning outcomes and a possible digital distraction. It critically explores the currentimplementation of AI technologies in Nigerian academia, the readiness of the higher educationsystem to adopt such tools, and the implications for lecturers and students. The study employsa qualitative review approach, drawing from recent literature and policy documents to analyzethe dual role AI plays. Anchored in sociotechnical system theory, the paper suggests that whileArtificial Intelligence (AI) holds significant transformative potential for Nigeria's educationallandscape, its effectiveness is currently constrained by critical factors. These constraintsinclude infrastructural deficits, widespread digital illiteracy, and the challenges posed byunregulated usage. To harness AI responsibly and effectively, the paper recommends thatpolicy-makers and educators take several coordinated steps: investing in robust infrastructure,training educators to utilize AI tools, developing comprehensive AI policies, fostering inclusiveaccess to AI technologies, and promoting public-private partnerships for sustainabledevelopment.