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AI WILL NOT REPLACE TEACHERS, BUT TEACHERS MUST LEARN TO USE IT
2 hours ago
As artificial intelligence becomes more prominent in Nigerian education, the future of teaching may depend less on replacing teachers with machines and more on ensuring that teachers are equipped to work effectively alongside them.
AI in Teaching
As artificial intelligence and digital technologies reshape Nigeria’s education sector, stakeholders are calling for greater investment in teachers’ digital and pedagogical skills, stressing that technology should strengthen rather than replace the human role of educators.
The call was made as Nigeria marked World Teachers’ Day, with education stakeholders highlighting the changing responsibilities of teachers in an increasingly digital learning environment. They said teachers must be equipped to use emerging technologies responsibly and confidently while preserving the human connection at the centre of education.
The argument reflects a growing shift in Nigeria’s education policy towards digital learning and technology-enabled teaching. In 2022, then Vice President Yemi Osinbajo urged teachers to embrace technology and modern teaching methods, describing educators as critical to the transformation and development of the country.
The following year, President Bola Tinubu also linked continued service under Nigeria’s harmonised retirement policy for teachers to the need for contemporary teaching skills, including proficiency in information technology. The push has accelerated in recent years. In 2025, the Federal Ministry of Education and Amazon Web Services launched a programme aimed at developing 21st-century digital competencies among Nigerian students and educators, including skills in cloud computing, machine learning and emerging technologies.
Nigeria has also developed a National EdTech Strategy for 2025–2030 that incorporates teacher digital competency, infrastructure, education data systems and the responsible use of artificial intelligence. In 2026, the Federal Ministry of Education identified artificial intelligence as one of five pillars of its professional transformation agenda for teachers. The ministry said AI could support personalised learning, data-informed decision-making and reduce administrative burdens, provided it is deployed responsibly and inclusively.
The government has also introduced digital platforms designed to support teachers with curriculum-aligned resources, lesson planning and professional development. For teachers, however, the challenge is no longer simply whether technology should enter the classroom.
The bigger question is whether educators have the training, infrastructure and support needed to use it effectively. Stakeholders therefore insist that technology must remain a tool in the hands of teachers rather than become a substitute for professional judgement, mentorship and the human relationship between educators and learners.
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