Speaker
Description
Chukwudozie, O. N.
FEDERAL COLLEGE OF EDUCATION (TECHNICAL) UMUNZE, ANAMBRA STATE
nzeelder@gmail.com
Track: Digital Pedagogy and Teaching Innovation
Colleges of Education in Nigeria play a critical role in preparing future teachers who are expected to function effectively in increasingly digital and technology-driven learning environments. Integration of Artificial Intelligence (AI) into teaching and learning has reshaped educational practices globally, creating new opportunities for innovative, personalized, and learner-centered teaching and learning. However, in Nigeria the use of traditional teacher-centered instructional approaches has continued to dominate implementation of curriculum especially in higher institutions. This has contributed to unwillingness and limited access to educational technologies and inadequate digital competencies among educators which continue to constrain the development of critical thinking, creativity, collaboration, and problem-solving skills among students. This paper presents a conceptual analysis of the relationship between artificial intelligence and learner-centered pedagogy in Colleges of Education in Nigeria. The analysis argues that AI can serve as a catalyst for scaling learner-centered practices by enabling adaptive learning pathways, automated formative feedback, and data-driven instructional decisions. However, the paper also highlights conceptual and contextual tensions, including risks of algorithmic bias, data privacy concerns, and the potential erosion of human pedagogical interaction. Specific implications for curriculum design, lecturer roles, and institutional readiness in Nigerian Colleges of Education are discussed.