Speaker
Description
Yelwa, A. M.
Federal College of Education (Technical) Potiskum
abdul_plus@yahoo.com
Track: Digital Pedagogy and Teaching Innovation
The persistent digital divide in Nigerian higher education continues to hinder effective chemistry teaching and learning, particularly in laboratory-based instruction where access to adequate facilities, equipment, and safety resources remains limited. These constraints reduce students’ opportunities for meaningful practical engagement and weaken their conceptual understanding of chemical principles. In response, this study examines the potential of virtual laboratories and artificial intelligence (AI)-supported learning tools in bridging the digital divide and enhancing chemistry education in Nigerian higher education institutions.
The study adopts a mixed-methods research design, incorporating a quasi-experimental approach and a descriptive survey method. The quasi-experimental component compares the academic achievement, conceptual understanding, and laboratory competence of students exposed to virtual laboratory simulations and AI-assisted instruction with those taught through conventional laboratory methods. The survey component explores the perceptions of chemistry lecturers and students regarding the accessibility, usability, and readiness for integrating digital chemistry learning tools. The study focuses on selected universities and colleges of education in Nigeria.
Findings are expected to show that students exposed to virtual laboratories and AI-supported instruction achieve higher academic performance, improved practical skills, and greater engagement than those in traditional learning environments. The study also anticipates identifying key barriers such as inadequate ICT infrastructure, limited digital literacy, high cost of technology adoption, and institutional resistance to change.
The study concludes that virtual laboratories and AI-based instructional approaches offer significant potential for reducing inequities in chemistry education and promoting a more inclusive, future-ready higher education ecosystem in Nigeria. It recommends sustained investment in digital infrastructure, continuous professional development for lecturers, and the integration of emerging technologies into chemistry curricula.