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Informing Education Policy with Artificial Intelligence (AI): Contextualizing, Localization and Teacher Support in Nigeria
Subject area: Science,Engineering and Technology · Area of research: Educational Technology
DOI: https://doi.org/10.64388/IREV9I12-1718666
Abstract
This study examined how artificial intelligence (AI) can improve education policy in Nigeria, major on three core ideas: contextual relevance, local adaptation, and teacher support. Using a mixed-methods approach combining literature review and stakeholder insights from policymakers and teachers across Nigeria, the research addresses three key areas: aligning AI initiatives with Nigeria's national curriculum, equity goals, and cultural values; tailoring AI tools for local languages, content standards, and low-connectivity environments; and equipping teachers with training for effectively use of AI in classrooms. The study also addresses data privacy, ethics, and regulatory considerations. Findings indicate that for AI to succeed in Nigerian education, it must be demand-driven, co-designed with end users, functional on low-resource devices, and backed by sustained investment in teachers and stakeholder collaboration. The paper proposes a practical, policy-focused framework for integrating AI into Nigerian schools, grounded in participatory governance, clear implementation steps, and measurable outcomes around learning, equity, and inclusion. This offers actionable guidance for policymakers, school administrators, and AI developers committed to building contextually appropriate education technology for Nigeria.
Keywords
Artificial Intelligence, Education Policy, Contextualization, Localization, Teacher Support
How to cite this paper
@article{1718666,
author = {OGUNBANJO, Sakiru Segun, AYUBA, Yohanna Duniya, ODOFIN, Bankole, OGBAINI, Aliu Clement},
title = {Informing Education Policy with Artificial Intelligence (AI): Contextualizing, Localization and Teacher Support in Nigeria},
journal = {Iconic Research And Engineering Journals},
year = {2026},
volume = {9},
number = {12},
pages = {777-790},
issn = {2456-8880},
url = {https://www.irejournals.com/formatedpaper/1718666.pdf},
abstract = {This study examined how artificial intelligence (AI) can improve education policy in Nigeria, major on three core ideas: contextual relevance, local adaptation, and teacher support. Using a mixed-methods approach combining literature review and stakeholder insights from policymakers and teachers across Nigeria, the research addresses three key areas: aligning AI initiatives with Nigeria's national curriculum, equity goals, and cultural values; tailoring AI tools for local languages, content standards, and low-connectivity environments; and equipping teachers with training for effectively use of AI in classrooms. The study also addresses data privacy, ethics, and regulatory considerations. Findings indicate that for AI to succeed in Nigerian education, it must be demand-driven, co-designed with end users, functional on low-resource devices, and backed by sustained investment in teachers and stakeholder collaboration. The paper proposes a practical, policy-focused framework for integrating AI into Nigerian schools, grounded in participatory governance, clear implementation steps, and measurable outcomes around learning, equity, and inclusion. This offers actionable guidance for policymakers, school administrators, and AI developers committed to building contextually appropriate education technology for Nigeria.},
keywords = {Artificial Intelligence, Education Policy, Contextualization, Localization, Teacher Support},
month = {June},
doi = {https://doi.org/10.64388/IREV9I12-1718666}
}