Speaker
Description
Gar, H. M.
Adamu Tafawa Balewa college of Education Kangere Bauchi
aliyushuaibubabas@gmail.com
Track: Digital Pedagogy and Teaching Innovation
The importance of introducing learner-centred digital pedagogy into language education has grown ever more significant as educational institutions aim to improve the effectiveness of teaching, increase learner engagement, and help students develop their 21st-century communication skills. In Nigeria, though, the introduction of learner-centred digital pedagogy is still hindered by a wide range of systemic, infrastructural, and pedagogical problems. This article looks at the challenges and opportunities involved in putting learner-centred digital pedagogy into practice in the field of language education in Nigeria. By taking a conceptual approach, the paper draws together current research on learner-centred learning, digital technologies, and the teaching of languages within the Nigerian educational setting. The study points out the main difficulties, such as poor digital infrastructure, an unreliable electricity supply, weak internet connectivity, a lack of teacher skills in using digital tools, insufficient funding, resistance to changes in teaching methods, large class sizes, and unequal access for learners to digital devices. Nevertheless, there are considerable opportunities available because of the growing availability of mobile technologies, AI-driven learning tools, learning management systems, open educational resources, virtual collaboration platforms, and various government and institutional initiatives promoting digital education. Learner-centred digital pedagogy could contribute to active learning, collaborative communication, personalized language teaching, critical thinking, creativity, greater learner autonomy, and better language proficiency. The paper concludes that for the approach to be successfully implemented, there must be ongoing investment in digital infrastructure, continuous professional development for language teachers, curriculum reforms that incorporate technology-enhanced learner-centred methods, equal access to digital resources, and supportive educational policies. Improving these areas will allow Nigerian educational institutions to make use of digital technologies in order to enhance the quality, inclusiveness, and sustainability of language education.