Speaker
Description
Yargamji, G. I.
DEPARTMENT OF CHEMISTRY EDUCATION, ISA KAITA COLLEGE OF EDUCATION, DUTSIN-MA, KATSINA STA5
yargamji@gmail.com
Track: AI, Emerging Technologies and Future Learning
The rapid advancement of digital technologies is transforming higher education globally, creating new opportunities for innovative teaching and learning. In chemistry education, the traditional dependence on physical laboratories has long constrained access to practical learning, particularly in developing regions where inadequate infrastructure, limited laboratory facilities, insufficient funding, and shortages of qualified personnel remain significant challenges. This study investigates the potential of Virtual Reality (VR), Artificial Intelligence (AI), and Metaverse technologies in transforming chemistry learning within higher education institutions in North-West Nigeria. Using empirical data sourced from UNICEF databases and related educational statistics, the study examines the extent to which digital technologies can bridge existing educational inequalities and support future-ready higher education ecosystems. The study focuses on seven states in North-West Nigeria: Kaduna, Kano, Katsina, Jigawa, Kebbi, Sokoto, and Zamfara. The research adopts a quantitative descriptive design utilizing secondary data obtained from UNICEF Multiple Indicator Cluster Surveys (MICS), UNICEF Digital Learning Reports, and educational development statistics. The study evaluates digital access indicators, educational participation rates, ICT literacy levels, and institutional readiness for digital transformation. Findings are revealed substantial disparities in digital access and educational opportunities across the region, while simultaneously demonstrating the transformative potential of immersive technologies in improving chemistry teaching, practical experimentation, conceptual understanding, and learner engagement. The paper argues that AI-driven personalized learning systems, VR-enabled virtual laboratories, and Metaverse-based collaborative learning environments can significantly reduce barriers to practical chemistry education, particularly in underserved communities. The study concludes that strategic investments in digital infrastructure, teacher capacity development, policy support, and public-private partnerships are necessary for the successful integration of emerging technologies into chemistry education in North-West Nigeria and Africa at large.
Keywords: Artificial Intelligence, Virtual Reality, Metaverse, Chemistry Education, Digital Innovation, Digital Divide, Higher Education, North-West Nigeria.