ADOPTION AND EFFECTIVENESS OF BLENDED LEARNING MANAGEMENT SYSTEMS IN PUBLIC COLLEGES OF EDUCATION IN ANAMBRA STATE

• UMEGO CHUKWUDI THEODORE (FEDERAL COLLEGE OF EDUCATION (TECHNICAL) UMUNZE, ANAMBRA STATE)

Room: NASHO Theodore, U. C. FEDERAL COLLEGE OF EDUCATION (TECHNICAL) UMUNZE, ANAMBRA STATE umegochu@yahoo.com Track: Digital Pedagogy and Teaching Innovation This study investigates the adoption and effectiveness of blended learning management systems (LMS) in public colleges of Education in Anambra state, Nigeria. With the increasing demand for flexible and technology driven instructional methods, blended learning strategies has emerged as a viable approach to enhance teaching and learning outcomes. The research employed a survey research design, with the use of a structured questionnaire to elicit information from population of 1,423 lecturers in the two public Colleges of Education domiciled in Anambra state. The data obtained were analyzed using mean and standard deviation on a four point Likert scale, while the null hypothesis was tested using T-test. From the findings it was observed that while awareness and usage of LMS platforms such as ZOOM, Google classroom, Blackboard are growing with average mean acceptance value of 3.87 and also the government at various levels are making commendable efforts towards trainings and orientation of educators on the use and application of the LMS platforms, however adoption and integration of the modern technology is limited due to several challenges which include infrastructural limitations, poor internet connectivity and access, inadequate funding. Nevertheless, respondents reported improved student engagement, adequate technical knowhow, improved collaboration and higher academic achievement when LMS were adequately integrated with a grand mean of 3.38. The study concluded that blended learning systems hold significant potential for transforming higher education in Anambra state and improving student participation and academic achievement. The study recommended targeted capacity building programs, improved ICT infrastructure and financial support for lecturers and students to sustain blended learning strategies in Nigeria.

Beyond the Smartphone: Designing Low-Tech, High-Touch Hubs for Phygital Learning in Offline Rural African Communities

• Avbenagha Ese Andrew (Delta State College of Education, Mosogar)

Room: KIVU Andrew, A. E. Delta State College of Education, Mosogar eseoghene.avbenagha@descoem.edu.ng Track: Digital Pedagogy and Teaching Innovation The prevailing narrative of bridging the digital divide often focuses exclusively on providing devices and connectivity. This research challenges that device-centric model by positing that for the most marginalized rural communities in Africa, the primary barrier is not the device itself, but the lack of a supportive learning ecology. This study proposes and evaluates a "phygital" (physical + digital) hub model: a low-tech, high-touch community learning center that operates primarily offline, syncing only periodically via low-earth-orbit satellite or mobile mesh networks. The abstract outlines a quasi-experimental design comparing student outcomes in three rural villages in Malawi: one with standard internet-enabled tablets, one with no intervention, and one with a phygital hub. The hub features curated, pre-loaded digital content on solar-powered servers, accessed via simple devices, and crucially, a trained facilitator who provides high-touch human mediation. The research argues that "future-ready" cannot be synonymous with "always online." Instead, it reimagines the ecosystem as a resilient, hybrid space where high-quality digital resources are married to essential human interaction and mentorship. Findings anticipate that the phygital model will reduce the "digital dropout" caused by infrequent connectivity and technical frustration. This work redefines access not as the presence of a signal, but as the sustainable rhythm of knowledge transfer between the digital and the human world.

Bridging the Digital Divide: Assessing the Influence of Technological Pedagogical Approaches on Instructional Delivery in Business Education Programs in Nigeria

• Ibrahim Abubakar Dawaki (Adamu Tafawa Balewa college of Education Kangere Bauchi)

Room: BURERA Dawaki, I. A. Adamu Tafawa Balewa college of Education Kangere Bauchi ibrahimabubakardawaki@gmail.com Track: Digital Pedagogy and Teaching Innovation The rapid digitization of global economies necessitates a parallel evolution in educational practices, particularly within Business Education programs tasked with producing future-ready professionals. However, in developing nations like Nigeria, a persistent digital divide, characterized by disparities in access, skills, and usage, critically impedes the effective integration of technology into instructional delivery. This study assesses the influence of various Technological Pedagogical Approaches on instructional delivery within Business Education programs in selected tertiary institutions in Northeastern Nigeria. Employing a mixed-methods research design, the study gathered quantitative data from 100 Business Education lecturers and students across selected federal and state Colleges of Education, complemented by qualitative interviews with 5 Heads of Department. The findings reveal a significant positive correlation between the adoption of specific Technological Pedagogical Approaches such as blended learning, simulation-based instruction, and cloud-collaborative tools and enhanced student engagement, practical skill acquisition, and overall instructional effectiveness. Conversely, the study identifies critical moderating barriers, including inadequate digital infrastructure, erratic power supply, high data costs, and insufficient continuous professional development. The research underscores that technology alone is insufficient; its pedagogical integration must be contextualized to overcome systemic infrastructural and socio-economic challenges. The paper concludes by proposing a strategic framework for sustainable Technological Pedagogical Approaches implementation, emphasizing policy-driven investment in infrastructure, the development of localized digital content, and the establishment of continuous capacity-building initiatives for educators. This study contributes vital empirical evidence to the discourse on digital transformation in education, offering actionable insights for policymakers, educational administrators, and curriculum developers aiming to bridge the digital divide and foster a resilient, technologically adept workforce in Nigeria.

Effects of Blended Learning and Flipped Learning Approaches on Academic Achievement of Adult Learners in Osun State, Nigeria

• Haolat Folake Adepoju (Federal College of Education (Technical) Asaba)

Room: KIVU Adepoju, H. F. Federal College of Education (Technical) Asaba folakea24@gmail.com Track: Digital Pedagogy and Teaching Innovation The incorporation of technology into teaching pedagogy is quite imperative for creating an effective, engaging and inclusive learning environment. It is no gainsaying that aligning pedagogical principles with suitable technological tools can significantly impact on the quality of higher education and prepare students for both present and future challenges. Literature abounds that the conventional method is no longer effective in bringing about the desired learning outcomes in schools. This study therefore investigates the effects of two digital tools, Blended learning and Flipped learning approaches on academic achievement of adult learners in Osun State, Nigeria. Moderating effect of gender on academic achievement is also determined. The study adopts the pretest-posttest control group quasi experimental design of 3x2x2 factorial matrix. Using the purposive sampling method, the study selects three learning centers in the state, and constitutes them into two experimental groups and a control group. The population consists of randomly selected twenty-six (26) learners from each centre, making a total of seventy-eight participants (78). The instruments for data collection includes the Teaching Package and Performance Test Instrument (TPPTI) while evaluation spans eight weeks. Quantitative data are analysed using descriptive statistics and Analysis of Covariance (ANCOVA) at 0.05 level of significance. Result shows significant main effects on the performance of the two experimental groups, Blended learning and Flipped learning over the Control group and also reveals no significant main interaction effect of treatment and gender on the performance of male and female learners. By implication, the academic performance of adult learners improves having been exposed to blended learning and flipped learning approaches. The study concludes that the two digital approaches are very effective in teaching learners and therefore recommends that facilitators should incorporate them in teaching adult learners in distant learning centres. Keywords: Effect, Blended learning, Flipped learning, Conventional Method, Gender, Distant learning

ADOPTION OF DIGITAL TOOLS IN TEACHING SOCIAL STUDIES IN COLLEGES OF EDUCATION IN NIGERIA IN THE PERIOD OF INSECURITY

• UKEJE IKECHUKWU ARINZE (FEDERAL COLLEGE OF EDUCATION (TECHNICAL) UMUNZE, ANAMBRA STATE)

Room: MUHAZI Arinze, U. I. FEDERAL COLLEGE OF EDUCATION (TECHNICAL) UMUNZE, ANAMBRA STATE ukejearinze@gmail.com Track: Digital Pedagogy and Teaching Innovation Social studies education is a tool for influencing the individuals positively so that they become useful to themselves and the society. The teaching of social studies offers the unique opportunity to contribute to the transformation of societies through inculcating the norms, culture, values and production of rational citizens. Insecurity harmed academic calendar which led to high rate of social vices in Nigeria such as kidnapping, drop-out, armed robbery, drug abuse etc. Recent advancement in Al-driven educational technologies have introduced innovative instructional approaches, including adaptive online learning system, visualization tools, audio tools, face-book teaching. The study examine benefits of digital tools such as learning + skills, enhanced visualization, access to opportunity and speed + efficiency, lower cost among others. The study highlights challenges affecting digital tools adoption in Nigerian colleges of education, including epileptic power supply, inadequate digital tools, poor network connection, inappropriate funding. The paper suggests that social studies education can be taught effectively in period of insecurity in Nigeria using digital tools like Whatsapp, telegram, Google classroom, visual tours, zoom and among others.

Advancing Learner-Centered Pedagogies Through Digital Innovation

• Ajah Doris Nnebuchi (Federal College of Education (Technical), Isu, Ebonyi State)

Room: NASHO Nnebuchi, A. D. Federal College of Education (Technical), Isu, Ebonyi State dorisajah25@gmail.com Track: Digital Pedagogy and Teaching Innovation The rapid development of digital technologies is changing educational practices worldwide and creating new opportunities to implement learner-centred pedagogies. Learner-centred teaching emphasises active participation, collaboration, critical thinking, problem-solving, and personalised learning. Digital innovation enhances these methods by offering flexible learning environments, interactive content, real-time feedback, and broader access to educational resources. This paper investigates the role of digital innovation in fostering learner-centred pedagogies. The study employed a descriptive approach, drawing on a thorough review of existing literature on educational technology, learner-centred instruction, and digital transformation in education. The study demonstrates that digital innovations such as learning management systems, virtual classrooms, mobile learning applications, artificial intelligence and collaborative technologies have the potential to boost learner engagement and academic performance. This study provides practical recommendations for institution authorities, policymakers, and educators to support the effective implementation of learner-centred digital learning environments and existing trends.

Advancing Learner-Centred Pedagogy through Digital Innovation in Nigerian Colleges of Education: A Critical Structured Review

• Alexander Gbenga Ogundele (Kwara State College of Education (Technical) Lafiagi, Nigeria)

Room: KIVU Ogundele, A. G. Kwara State College of Education (Technical) Lafiagi, Nigeria alexnig2003@yahoo.com Track: Digital Pedagogy and Teaching Innovation This paper reviews how digital innovation can advance learner-centred pedagogy in Nigerian Colleges of Education through a critical structured narrative review of the literature. The review synthesizes evidence from 22 international and Nigerian empirical studies, conceptual papers, review articles, and policy documents from goggle scholars, Web of Science, and Scopus to review the pedagogical value of digital technologies, enabling conditions for implementation, equity challenges, and implications for teacher education. The findings indicate that digital innovation enhances learner-centred pedagogy when technology is used to transform teaching and learning through inquiry-based learning, collaboration, formative assessment, authentic knowledge creation, reflective practice, and learner autonomy, rather than merely digitizing traditional lecture methods. Although Nigerian Colleges of Education have demonstrated increasing interest in digital pedagogies and emerging institutional capacity, persistent challenges including inadequate electricity supply, poor internet connectivity, high device and data costs, insufficient staff development, limited institutional support, and unequal access among learners continue to constrain effective implementation. The review further reveals that existing empirical evidence from Nigerian Colleges of Education remains limited in geographical coverage and is dominated by cross-sectional self-report studies, highlighting the need for more rigorous longitudinal and intervention-based research. Based on the synthesis, the study proposes the PADDIFE design heuristic, which integrates pedagogical purpose, access, doing, dialogue, inclusion, feedback, and evidence to guide effective digital learning design. The paper concludes that successful digital transformation in teacher education should be evaluated primarily by its impact on student teachers’ agency, learning outcomes, and pedagogical competence rather than by the quantity of digital platforms or technological infrastructure available.

Digital Pedagogy as Predictors of Students' Classroom Engagement: Implication for Global Best Practices in Nigerian Colleges of Education

• Nsinne Akaninyene Emmanuel (Federal College of Education, Ididep, Akwa Ibom State, Nigeria)

Room: BURERA Emmanuel, N. A. Federal College of Education, Ididep, Akwa Ibom State, Nigeria nsinneakan101@gmail.com Track: Digital Pedagogy and Teaching Innovation This study examined digital pedagogy as predictors of students’ classroom engagement in Nigerian Colleges of Education, with a view to determining its implications for the adoption of global best practices in teacher education. The study was necessitated by the increasing integration of digital technologies into higher education and the persistent concern about students’ cognitive engagement in classroom activities. A correlational research design was adopted for the study. The population comprised of 1,380 N.C.E students from two Nigerian Colleges of Education namely: Akwa Ibom State College of Education Afaha Nsit and Federal College of Education Ididep from which a sample of 470 students were selected using a multistage sampling procedure. Data were collected using a researcher-developed instrument titled Digital Pedagogy and Students’ Classroom Engagement Questionnaire (DP-SCEQ). The instrument was face validated by experts and yielded a reliability coefficient of 0.80 which was determined using Cronbach Alpha reliability analysis, indicating satisfactory internal consistency. Four research questions were formulated, and four corresponding null hypotheses were tested at 0.05 level of significance. Data collected were analysed using the simple linear regression analysis. The findings revealed that digital pedagogy had a significant positive relationship with students’ classroom engagement. Specifically, digital instructional competence, interactive technology integration, flipped classroom and personalised/blended learning practices significantly predicted students’ classroom engagement The study concluded that purposeful and pedagogically appropriate integration of digital technologies enhances students’ active participation, interest, interaction, collaboration and cognitive involvement in classroom learning. The study therefore recommended, among other things, continuous professional development for teacher educators in digital pedagogy, as well as the adoption of internationally informed but contextually responsive technology-enhanced teaching practices. The study contributes empirical evidence to the discourse on digital transformation in Nigerian teacher education and provides a basis for strengthening classroom engagement through digital pedagogy in line with emerging global best practices.

Assessing the Adoption and Effectiveness of Digital Innovation in Colleges of Education in Northwest Nigeria: A Quantitative Analysis

• Shehu Jabaka Muhammad (Federal College of Education Technical Gusau, Zamfara State,Nigeria)

Room: MUHAZI Muhammad, S. J. Federal College of Education Technical Gusau, Zamfara State,Nigeria shehu.muhammad@fcetgusau.edu.ng Track: Digital Pedagogy and Teaching Innovation Digital innovation has become a critical catalyst for educational transformation in higher education institutions worldwide. In Nigeria, Colleges of Education are increasingly integrating digital technologies into teaching, learning, research, and administrative processes to improve educational quality and institutional performance. Despite growing investments in educational technologies, empirical evidence regarding the extent of adoption and effectiveness of digital innovation in Colleges of Education remains limited, particularly in Northwest Nigeria. This study quantitatively assesses the level of adoption and effectiveness of digital innovation in Colleges of Education in Northwest Nigeria. A descriptive survey research design was adopted. The target population comprised academic staff, administrators, and students from selected Colleges of Education across the seven states of Northwest Nigeria. Data were collected using a structured questionnaire and analyzed using descriptive and inferential statistics. Findings indicate a moderate level of digital innovation adoption across institutions, with significant variations in technology utilization, digital competence, and institutional support. The study further reveals a positive relationship between digital innovation adoption and teaching effectiveness, student engagement, and institutional efficiency. Challenges identified include inadequate infrastructure, limited funding, poor internet connectivity, and insufficient professional development opportunities. The study recommends increased investment in digital infrastructure, continuous capacity-building programmes, and the development of comprehensive digital transformation policies to enhance educational outcomes in Colleges of Education.

Advancing Learner-Centered Pedagogy in Senior Secondary Biology through Digital Innovation.

• DORCAS EMMANUEL SHEHU (FCT COLLEGE OF EDUCATION ZUBA)

Room: NASHO Shehu, D. E. FCT COLLEGE OF EDUCATION ZUBA deshehu@gmail.com Track: Digital Pedagogy and Teaching Innovation By Dorcas Emmanuel Shehu School of science, FCT College of Education Zuba-Abuja deshehu@gmail.com 08082070371 Submitted to University of Kigali International Conference Abstract Learner-centered pedagogy has become central to 21st century education, yet many Senior Secondary Biology classrooms in Nigeria still rely on teacher-dominated methods. Digital innovation offers tools to shift focus to the learner. This study is currently investigating the extent to which digital innovation advances learner-centered pedagogy in Senior Secondary Biology. The level of awareness and utilization of digital tools in Biology classrooms students’ engagement, challenges affecting their effective use, and possible strategies for improving technology-supported instruction. A descriptive survey design, will be adapted for this study, data will be collected from 200 SS2 Biology students and 20 teachers across 10 schools in Suleja Local Government Area of Niger State through a structured questionnaire Preliminary analysis is being conducted using descriptive statistical tools such as frequency counts, percentages, mean scores, and standard deviations. Early indications suggest that digital innovations including virtual laboratory simulations, multimedia resources, educational applications, and online learning platforms may enhance students’ participation, collaboration, critical thinking, and conceptual understanding in Biology. At the same time, emerging observations point to persistent challenges such as inadequate technological infrastructure, limited access to digital devices, unstable internet connectivity, and insufficient teacher training in the use of educational technologies. The study, still in progress, is expected to contribute to understanding how digital innovation can strengthen learner-centered pedagogy in Biology education. It also aims to provide evidence-based recommendations for improving the integration of digital tools in senior secondary schools. Keywords: Learner-centered pedagogy, Digital-innovation, Biology education,

Digital Revitalization: leveraging localized Content and Language Technologies to Preserve Indigenous Languages in Higher Education.

• Mohammed Hamman Barka (College of Education Waka-Biu)

Room: KIVU Barka, M. H. College of Education Waka-Biu fasahasa@gmail.com Track: Digital Pedagogy and Teaching Innovation In an increasingly globalized academic landscape, indigenous languages face structural maginalisation within higher education, often restricted to informal discourse, while English, Chinese, Arabic, French and other European languages dominate formal instruction and research. This systemic sidelining threatens linguistic diversity and limits cultural relevant pedagogy. This paper examines how higher education institution leverage digital innovation to actively preserve, document and teach indigenous languages. Specifically, the investigate the implementation of localized digital content such as speech-to-text technologies, mobile –assisted language learning (MALL) applications, and collaborative open –access digital dictionaries within higher education curricula. Using case study approach combined with linguistic text analysis, this study evaluates the development and deployment of digital tools designed to translate, digitise and analyse complex morpho-syntactic and phonological structures of local language within higher language programs. The study analyse student engagement, translation accuracy and oral proficiency across experimental cohorts utilising these localized platforms. Preliminary results indicate that incorporating interactive digital interfaces significantly enhances student motivation, deepens morphological comprehension and democratise access to rare linguistic archives. Furthermore, the study demonstrates that digital localization empowers native- speaking students to conduct high-level academic research in their mother tongue, bridging the gap between traditional cultural knowledge and modern technological frameworks. Ultimately, this research provides a sociable blueprint for College administrators, linguist, and educational technologist to deconolise the curriculum. The study argues that strategic investment in language technologies can transform higher education institutions into vital sanctuaries for linguistic preservation, ensuring that digital innovation serves to celebrate, rather than erase regional cultural identities

Application of Digital Facilities in Teaching and Learning English Language in Secondary Schools in Potiskum Local Government Area

• Isa Mohammed (Federal College of Education (Technical) Potiskum)

Room: IHEMA Mohammed, I. Federal College of Education (Technical) Potiskum ismamman4u@gmail.com Track: Digital Pedagogy and Teaching Innovation This research work investigated the challenges and constraints of applying digital facilities in teaching and learning English language in public secondary schools in Yobe state. The crux of this study was to fine out to what extent teachers and students are given opportunity to use digital facilities for teaching and learning English language at secondary school level. Seventy five (75) respondents constituted the sample for this study: twenty five (25) English Language and Literature teachers and fifty (50) students. Two different sets of questionnaires for teachers and students were constructed as an instrument for the data collection, and Mean scores and standard deviation were used in analysing/describing the data collected for the research. The study emphasised that teachers and students should be aware that digital facilities have now made the tedious work of teaching and learning to be motivative, interesting, simple, educative and time saving. It was found out that, despite the numerous advantages of digital facilities in teaching and learning generally, the traditional “face to face/talk and chalk” method is still prevailing in the public schools. Public schools lack internet facilities as such, this research work advocates that the government should intensify efforts in the provision of internet facilities in the secondary schools. Teachers should shift from traditional method and embrace modern method(s) of teaching English language so as to be able to meet the challenges of the twenty first (21st) centuries.

Artificial Intelligence and Future-Ready Literary Pedagogy in Africa: Teaching Achebe’s Things Fall Apart and Gimba’s Sacred Apples in Higher Educatio

• Dauda Saidu (Yusuf Maitama Sule Federal University of Education, Kano)

Room: KIVU Saidu, D. Yusuf Maitama Sule Federal University of Education, Kano saidudauda770@gmail.com Track: Digital Pedagogy and Teaching Innovation The continuous incorporation of Artificial Intelligence (AI) into higher education has propelled new vistas in terms of groundbreaking research, which translates to teaching and learning across scholarly disciplines. Given the fact that substantial interest has been committed to the use of AI in the science or technology-related disciplines, there exists the challenges regarding underutilisation of its potential to facilitating the teaching of literature in African universities. This paper against this backdrop explores the role of Artificial Intelligence (AI) in facilitating Future-ready Literary Pedagogy through the teaching of Chinua Achebe’s Things Fall Apart (1958) and Abubakar Gimba’s Sacred Apples (1994). The paper examines how AI-enhanced tools such as “Intelligent Tutoring Systems”, “Generative AI Platforms”, “Digital Annotation Software”, and “Interactive Learning Environments” could propel learners’ interrogation of thematisation, characterisation, Cultural Representation and Socio-political Discourse in the selected texts. With the adoption of qualitative research method through the exploratory approach, this paper taps from subsisting scholarly research on the use of AI in literary pedagogy to explore the potential and challenges involved in incorporating AI for pedagogy in African literature classrooms. The paper contends that, although AI can improve personalised learning, facilitate critical reading skills and increase access to literary resources; its unethical usage in academia should be discouraged. The study finds amongst other factors that higher education systems in Africa can be revolutionised not only through the bridging of the digital divide gaps, but also by equipping learners with literary competence and digital literacy. Conclusion here hinges on the fact that the use of AI should be understood as assisted technology rather than it being a substitute for human engagements.

Advancing Learner-centred Pedagogy in Literature Teaching Through Digital Innovation

• Dr Zainab Muhammad Kazaure (Jigawa State College of Education and Legal Studies, Ringim)

Room: IHEMA Kazaure, Z. M. Jigawa State College of Education and Legal Studies, Ringim bani.az66@yahoo.com Track: Digital Pedagogy and Teaching Innovation Advancing Learner-Centred Pedagogy in Literature Teaching through Digital Innovation By Zainab Muhammad Kazaure, Department of English School of Secondary Education (languages) Jigawa State College of Education & Legal Studies, Ringim E-mail:Bani.az66@yahoo.com Phone number: 08034418381 Abstract The paper explores how learner-centred pedagogy in literature teaching can be advanced through digital innovation in contemporary higher education. In many literary studies classrooms, teaching remains largely teacher-centred, with emphasis on textual explication and passive reception of meaning. However, the emergence of digital technologies offers new possibilities for transforming literature instruction into an interactive, participatory and student-driven process. Using constructivist learning theory and reader-response theory, this study argues that digital tools such as e-learning platforms, multimedia resources, digital annotation applications and online discussion forums can enhance student’s interpretative engagement with literary texts. These technologies encourage collaborative meaning-making, critical thinking and deeper textual analysis by positioning learners as active participants in the construction of literary meaning. The paper further identifies key challenges, including limited digital literacy, infrastructural constraints and resistance to pedagogical change among instructors. It concludes that effective integration of digital pedagogy in literature teaching requires curriculum redesign, sustained teacher professional development and institutional support to achieve meaningful learning outcomes. Keywords: learner-centred, pedagogy, digital innovation, literature teaching.

Artificial Intelligence and Emerging Technologies in African Teacher Education: Trends, Challenges, and Prospects.

• BABAGANA ZANNAH AUDU (UMAR IBN IBRAHIM EL-KANEMI COLLEGE OF EDUCATION, SCIENCE AND TECHNOLOGY BAMA BORNO STATE, NIGERIA)

Room: IHEMA Audu, B. Z. UMAR IBN IBRAHIM EL-KANEMI COLLEGE OF EDUCATION, SCIENCE AND TECHNOLOGY BAMA BORNO STATE, NIGERIA babaganazannah11@gmail.com Track: Digital Pedagogy and Teaching Innovation Abstract: Artificial Intelligence and Emerging Technologies in African Teacher Education: Trends, Challenges, and Prospects. This empirical study investigates the integration of Artificial Intelligence (AI) and Emerging Technologies (ETs) in teacher education across tertiary institutions in Borno State, Nigeria. With the global shift towards digital learning, African teacher education systems are increasingly challenged to incorporate technological innovations. The study will examine the awareness, accessibility, application, and pedagogical implications of AI and ETs among teacher educators. A survey design will be adopted using structured questionnaires to be administered to 120 lecturers from Borno State University Maiduguri, Ramat Polytechnic Maiduguri and Umar Ibn Ibrahim El-Kanemi College of Education, Science and Technology Bama. The data will be analysed using descriptive and inferential statistics. The findings are expected to reveal moderate awareness but limited utilization of AI tools, mainly due to infrastructural and knowledge gaps. The study recommends enhanced digital literacy programs, curriculum reforms, and institutional support to foster AI integration. Implications for policy and teacher education reform are discussed. Keywords: Artificial intelligence, Emergence Technology, Teacher Education, Trends, Challenges

ADVANCING LEARNERS - CENTERED PEDAGOGIES IN TECHNICAL EDUCATION THROUGH DIGITAL INNOVATIONS IN COLLEGES OF EDUCATION IN NORTH -WEST, NIGERIA

• CHRISTOPHER NUHU YERIMA (KADUNA STATE COLLEGE OF EDUCATION GIDANWAYA, NIGERIA)

Room: RUHONDO Yerima, C. N. KADUNA STATE COLLEGE OF EDUCATION GIDANWAYA, NIGERIA coasugidanwaya@gmail.com Track: Digital Pedagogy and Teaching Innovation Advancing Learners -Centered Pedagogies in Technical Education Education through Digital Innovations in Colleges of Education in North West, Nigeria Christopher Nuhu Yerima, PhD Technical Education Department, Kaduna State College of Education, Gidanwaya, Nigeria Prepared for presentation at the International Conference on Digital Innovations and Higher Education [ICDIHE 2026] University of Kigali, Rwanda, 23–27 November 2026 Conference Theme: Digital Innovations and Higher Education Abstract This empirical study examined the effect of digital innovations on the advancement of learner-centered pedagogies in teaching Technical Education courses in Colleges of Education in Kaduna State, Nigeria. The main objective was to determine the extent to which digital innovations facilitate learner-centered instruction and to assess their influence on students’ practical skill acquisition and engagement. Three research questions guided the study. A quasi-experimental, mixed-methods design was adopted. Data were collected from 180 NCE Technical Education students and 30 lecturers selected through stratified random sampling across three Colleges of Education. Instruments included a Technical Skills Acquisition Test, Student Engagement Questionnaire, Classroom Observation Checklist, and semi-structured lecturer interviews. Quantitative data were analyzed using descriptive statistics, independent _t_ test, and ANCOVA at the .05 level of significance, while qualitative data were thematically analyzed using NVivo 14. Results indicated moderate adoption of digital innovations such as simulations, e-learning platforms, and mobile learning tools to support learner-centered instruction. Testing of the hypothesis revealed a significant difference in practical skill acquisition between groups after controlling for pre-test scores, _F_ (1, 177) = 22.31, _p_ < .001, η² = .11. Students exposed to digital-enhanced learner-centered pedagogy recorded higher adjusted mean scores [_M_ = 38.42, _SD_ = 4.15] than those taught using traditional methods [_M_ = 32.18, _SD_ = 5.03]. Key challenges included inadequate ICT infrastructure, limited digital literacy among lecturers, and inconsistent power supply. The study concludes that digital innovations significantly enhance learner-centered pedagogies and improve skill outcomes in Technical Education when supported by institutional investment and capacity building. Keywords: learner-centered pedagogy, technical education, digital innovation, skill acquisition, TVET

Digital Pedagogy and Teaching: Advancing Learner-Centered Pedagogy Through Digital Innovation

• Isaac Oluwatoyin Miller (Federal College of Education (Technical), Akoka Lagos Nigeria)

Room: NASHO Miller, I. O. Federal College of Education (Technical), Akoka Lagos Nigeria oluwatoyin.miller@fcetakoka.edu.ng Track: Digital Pedagogy and Teaching Innovation Digital pedagogy redefines teaching by placing learners at the centre of technology-facilitated environments that emphasize agency, collaboration, and personalized learning. This paper examines how digital innovations, including adaptive learning systems, interactive multimedia, and collaborative online tools, advance personalized and engaged learning. These technologies enable educators to move beyond passive content delivery toward active knowledge construction, differentiated instruction, and real-time feedback. Key components include learning management systems (LMS) for tailored pacing, gamification to enhance motivation, and data analytics to identify individual learner needs. Moreover, digital pedagogy cultivates critical competencies such as problem-solving, digital literacy, and self-directed inquiry, equipping students for a rapidly evolving world. Empirical evidence shows improved engagement, deeper conceptual understanding, and greater self-regulation when evidence-based digital practices are integrated with learner-centered assessment and inclusive design. Nevertheless, successful implementation depends not only on access to technology but also on strategic shifts in instructional design and teacher training that prioritize student agency. This paper argues that, when applied thoughtfully, digital innovation serves as a powerful catalyst for building inclusive, responsive, and learner-centered classrooms. Ultimately, advancing digital pedagogy is essential for fostering lifelong learners who thrive in participatory, technology-facilitated environments, ensuring that education remains relevant and effective in the twenty-first century.

AI and Digital Technological devices: Building resilience for Teacher Education in Nigeria

• Ibrahim Mosimabale (Federal College of Education, Okene)

Room: BURERA Mosimabale, I. Federal College of Education, Okene ibrahim.ismaila1423@fceokene.edu.ng Track: Digital Pedagogy and Teaching Innovation The era of Artificial Intelligence (AI) and digital technological devices has restructured global education systems thereby influencing teaching, learning and assessment practices. Teacher education in Nigeria has continues to face challenges such as inadequate instructional resources, low digital literacy among educators, poor infrastructure and changing pedagogical demands. This paper examines how AI and digital technological devices can build resilience in teacher education in Nigeria by improving adaptability, instructional quality and professional development. The study adopts a conceptual and analytical approach, drawing from current literature on educational technology and AI integration in education. It explores the use of AI-driven tools such as intelligent tutoring systems, adaptive learning platforms, automated assessment systems and virtual learning environments in supporting teacher training and instructional delivery. The role of digital devices such as smartphones, tablets, interactive whiteboards and cloud-based applications in enhancing access to learning materials and promoting collaborative learning were highlighted. Findings revealed that AI and digital technologies strengthen resilience in teacher education by supporting personalized learning, continuous professional development, data-driven instruction and improved classroom management. However, challenges such as high cost of technology, inadequate infrastructure, limited policy implementation and insufficient teacher training hinder its adoption. The paper concludes that integrating AI and digital technological devices into teacher education in Nigeria is essential for producing technologically competent and adaptable educators. The paper recommends increased investment in digital infrastructure, curriculum reforms, capacity-building for teacher educators and strong policy support to ensure sustainable integration of AI in teacher education.

ARTIFICIAL INTELLIGENCE INTEGRATION IN PHYSICS EDUCATION: ENHANCING CONCEPTUAL UNDERSTANDING AND PROBLEM -SOLVING SKILLS AMONG UNDERGRADUATE STUDENTS IN NIGERIA

• OKEKE SUNDAY OKECHUKWU (FEDERAL COLLEGE OF EDUCATION (TECHNICAL) UMUNZE, ANAMBRA STATE)

Room: KIVU Okechukwu, O. S. FEDERAL COLLEGE OF EDUCATION (TECHNICAL) UMUNZE, ANAMBRA STATE okeyy3k@gmail.com Track: Digital Pedagogy and Teaching Innovation This study presents a review of existing literature on the integration of artificial intelligence (AI) in physics education and its potential to enhance conceptual understanding and problem-solving skills among undergraduate students in Nigeria. Physics, as a core science discipline, is often characterized by abstract and mathematically intensive concepts such as mechanics, electromagnetism, thermodynamics, and quantum physics, which pose significant learning challenges for students. Recent advancements in AI-driven educational technologies have introduced innovative instructional approaches, including adaptive learning systems, intelligent tutoring systems, simulation-based visualization tools, and real-time feedback mechanisms. The review synthesizes scholarly works on the application of AI in physics teaching and learning, with emphasis on its role in improving student engagement, conceptual clarity, and analytical reasoning skills. It further examines reported benefits such as personalized instruction, enhanced visualization of complex phenomena, and improved academic performance. In addition, the study highlights contextual challenges affecting AI adoption in Nigerian higher education, including inadequate digital infrastructure, limited lecturer competence, and funding constraints.

Artificial Intelligence and Digital Pedagogy: Advancing Learner-Centered English Language Teaching in Nigerian Colleges of Education.

• Samaila Yahaya (Zamfara State College of Education, Maru)

Room: MUHAZI Yahaya, S. Zamfara State College of Education, Maru khadisma15@gmail.com Track: Digital Pedagogy and Teaching Innovation By Samaila Yahaya E-mail: khadisma15@gmail.com +23408069214605 or +23408024367135 Department of English Language and Literary Studies, School of Secondary Education (Languages), Zamfara State College of Education, Maru, Nigeria Abstract The growing use of Artificial Intelligence (AI) and digital technologies is reshaping teaching and learning across educational institutions is timely. In English Language Teaching (ELT), these innovations offer new ways of promoting learner participation, independent learning, and improved instructional effectiveness. This paper examines how AI can support digital pedagogy in advancing learner-centered approaches to English language teaching in Nigerian Colleges of Education. It discusses the concept of AI-driven digital pedagogy and highlights its relevance to contemporary language education. The paper also considers the application of tools such as intelligent tutoring systems, speech recognition software, machine translation applications, learning analytics, adaptive learning platforms, and generative AI in language instruction. The study argues that the effective use of these technologies can improve language learning outcomes by providing personalized learning experiences, timely feedback, and increased opportunities for learner engagement. In addition, AI-supported instruction can help prospective teachers develop critical thinking, creativity, digital literacy, and professional competence required in modern classrooms. Despite these prospects, several challenges continue to hinder the adoption of AI in teacher education institutions. These include inadequate technological infrastructure, limited access to digital resources, insufficient training of educators, concerns about data privacy, and ethical issues surrounding the use of AI in education. The paper concludes that the successful integration of AI into English language teaching depends on deliberate efforts by stakeholders to strengthen digital infrastructure, enhance teacher capacity, review existing curricula, and establish clear guidelines for the responsible use of AI technologies. Such measures will enable Colleges of Education in Nigeria to harness the benefits of AI while addressing the challenges associated with its adoption. Keywords: Artificial Intelligence, Digital Pedagogy, Learner-Centered Learning, English Language Teaching, Teaching Innovation.

"DATA PROTECTION CHALLENGES IN DIGITALLY TRANSFORMING UNIVERSITIES:CLOUD SERVICES,ONLINE LEARNING SYSTEMS AND CONNECTED CAMPUS INFRASTRUCTURE"

• AREMU ABDULSALAM SHOLA (NIGERIAN ARMY COLLEGE OF EDUCATION(NACOE))

Room: IHEMA Shola, A. A. NIGERIAN ARMY COLLEGE OF EDUCATION(NACOE) aremuabdulsalam@gmail.com Track: Digital Transformation in Higher Education Universities are increasingly adopting cloud services, online learning systems, and connected campus infrastructure to support teaching, research, administration, communication, and student services. These technologies enhance institutional efficiency and accessibility while creating complex challenges for protecting sensitive student and institutional data. This study synthesizes contemporary evidence on data protection challenges in digitally transforming universities, focusing on cloud services, online learning systems, and connected campus infrastructure. Evidence from current research was critically analyzed to identify major data protection risks, technological vulnerabilities, institutional challenges, and emerging practices for safeguarding university data across these interconnected environments. The synthesis indicates that universities face persistent challenges involving data privacy, unauthorized access, identity and access management, insecure system integration, third-party cloud dependencies, cyber threats, inadequate security awareness, legacy infrastructure, and limited institutional cybersecurity capacity. Increasing interconnection among cloud applications, learning platforms, connected devices, campus networks, and administrative systems further expands the institutional attack surface and complicates data governance and protection. The study proposes an integrated university data protection framework that aligns cloud security, online learning system protection, connected campus security, governance, access management, user awareness, and institutional risk management. Effective data protection requires coordinated cybersecurity governance, continuous monitoring, secure technology integration, institutional capacity development, and sustained investment in cybersecurity. The proposed framework provides practical guidance for university leaders, information technology professionals, policymakers, and other stakeholders seeking to strengthen data protection within increasingly interconnected higher education environments. Keywords: Data protection; Universities; Cloud services; Online learning systems; Connected campus; Cybersecurity; Institutional data.

ACADEMIA ENTREPRENEURSHIP IN TRANSFORMING LIFE OF ARABIC EDUCATORS IN NIGERIA

• Dr Yahuza Ishaq Muhammad Jamaare (Federal College of Education Jama'are, Bauchi State Nigeria)

Room: MUHAZI Jamaare, Y. I. M. Federal College of Education Jama'are, Bauchi State Nigeria yim2269@gmail.com Track: Digital Pedagogy and Teaching Innovation This paper examines the concept of academic entrepreneurship in transforming life of Arabic educators in Nigeria. In recent years, the increasing demand for innovation in education has necessitated a shift from traditional teaching roles to more entrepreneurial and income-generating academic engagements. In spite of their intellectual contributions, many Arabic educators in Nigeria continue to face challenges such as unemployment, low income, limited institutional support and inadequate integration into modern entrepreneurial and digital education systems. The paper highlights how academic entrepreneurship through activities such as curriculum innovation, digital content development, translation services, Islamic publishing, private tutoring enterprises and online Arabic education platforms can serve as a viable pathway for empowerment and self-reliance. The paper argues that Arabic educators possess valuable linguistic, cultural and religious knowledge that can be transformed into economic opportunities when effectively harnessed. The paper further looks at the role of Islamic organizations, government agencies and educational institutions in supporting entrepreneurial initiatives among Arabic educators through funding, training and policy reforms. It concludes that academic entrepreneurship not only enhances the livelihoods of Arabic educators but also contributes to national development through job creation, knowledge dissemination, and cultural preservation. The paper recommends the integration of entrepreneurship education into Arabic studies curricula and the strengthening of institutional frameworks that promote innovation and sustainability in Arabic education in Nigeria.

ARTIFICIAL INTELLIGENCE AND LEARNER -CENTERED PEDAGOGY:A CONCEPTUAL ANALYSIS FOR COLLEGES OF EDUCATION IN NIGERIA

• ONYEMECHARA NDUBUISI CHUKWUDOZIE (FEDERAL COLLEGE OF EDUCATION (TECHNICAL) UMUNZE, ANAMBRA STATE)

Room: BURERA 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.

Assessment of Teachers Competencies in Digital Pedagogy and Teaching Innovation in Taraba State, Nigeria

• Musa Saad (College of Education, Zing, Taraba State, Nigeria)

Room: NASHO Saad, M. College of Education, Zing, Taraba State, Nigeria msluggere@gmail.com Track: Digital Pedagogy and Teaching Innovation ASSESSMENT OF TEACHERS’ COMPETENCIES IN DIGITAL PEDAGOGIES AND TEACHING INNOVATION IN TARABA STATE NIGERIA. BY MUSA SA’AD Department of Educational Psychology, Guidance and Counselling, College of Education, Zing, Taraba State, Nigeria saadmusa@coezing.edu.ng 08034446388 Abstract The study investigated level of competences of teachers’ in digital pedagogies and teaching innovation in Taraba state Nigeria, It was guided by three hypothesis, the descriptive and interferential survey design was adopted for the study using non-participant obtrusive observation techniques. All the 2, 899 teachers in higher Institutions in Taraba State constituted the population of the study, multistage sampling techniques which includes proportionate and simple random techniques was used to select 375 both male and female teachers in higher institutions as the sample for the study. An instrument developed by the researcher “Assessment of Teachers’ Competences, Rating scale in digital pedagogy and teaching innovation” (ATCRSDPTI) with scorer or rater reliability estimate of 0.99 using Kendall’s coefficient of concordance was used to collect data. The instrument was validated by experts in measurement and evaluation. Z–test statistics was used to test the null hypothesis at 0.05 level of significance. Findings among others revealed that the level of teachers’ competence in advancing learner centered pedagogies through digital innovation in presenting their units of instruction is significantly below the average. Training and re-training for all teachers for the digital pedagogy and teaching innovation were among the recommendations made based on the finding of the study. Keywords: Assessment, Teacher’s competence, Pedagogy, Digital, innovation.

Artificial Intelligence and Educational Transformation in Colleges of Education in Nigeria: Prospects for Building Future-Ready Higher Education Ecosystems. Dr. Mrs Jerusha Obadiah Ali College of Education Zing, Taraba State, Nigeria. jpdanjuma@gmail.com

• Jerusha Obadiah Ali (College if Education Zing, Taraba State)

Room: IHEMA Ali, J. O. College if Education Zing, Taraba State jpdanjuma@gmail.com Track: Digital Transformation in Higher Education Dr. Mrs Jerusha Obadiah Ali Department of Integrated Science, College of Education Zing, Taraba State, Nigeria. jpdanjuma@gmail.com +2347039137261 ARTIFICIAL INTELLIGENCE AND EDUCATIONAL TRANSFORMATION IN COLLEGES OF EDUCATION IN NIGERIA: PROSPECTS FOR BUILDING FUTURE-READY HIGHER EDUCATION ECOSYSTEMS The rapid growth of Artificial Intelligence (AI) is transforming higher education globally by improving teaching, learning, research, and institutional management. In Nigeria, Colleges of Education are central to preparing teachers for a technology-driven society, yet AI adoption in these institutions remains limited due to infrastructural and capacity challenges. This paper examines the prospects of integrating AI into Colleges of Education in Nigeria and it's potential to support future-ready higher education ecosystems. Using evidence from existing literature, policy documents, and emerging educational technology practices, the paper highlights how AI can enhance personalized learning, intelligent tutoring, automated assessment, research productivity, administrative efficiency, and student support services. It also identifies key barriers to adoption, including inadequate digital infrastructure, limited technical expertise, insufficient funding, ethical concerns, and the persistent digital divide among institutions. The paper argues that effective AI integration requires strategic investment in infrastructure, educator training, supportive policies, and partnerships between government, institutions, and technology providers. It concludes that AI has significant potential to transform teacher education in Nigeria and recommends the development of institutional AI frameworks, continuous professional development programmes, and increased investment in digital technologies to ensure sustainable educational transformation. Keywords: Artificial Intelligence, Educational Transformation, Colleges of Education, Higher Education Ecosystems, Digital Innovation, Future-Ready Education, Nigeria.

Artificial Intelligence as a Catalyst for Transformative Education: Harnessing Technology to Innovate, Build Resilience, and Uphold African Cultural Value in Higher Learning.

• Sanni Mohammed Garba (Umaru Sanda Ahmadu College of Education, Minna Niger State , Nigeria.)

Room: MUHAZI Garba, S. M. Umaru Sanda Ahmadu College of Education, Minna Niger State , Nigeria. garbasannik@gmail.com Track: Digital Transformation in Higher Education Artificial Intelligence (AI) is widely recognized as a catalyst for transformative education which goes beyond rote learning, examination results and even beyond career path. Transformative education is comprehensive in approach as it aims to nurture critical thinkers, responsible citizens and socially conscious innovators that would drive positive and sustainable changes in our societies. This can be achieved by harnessing technologies and using innovative pedagogical practices. These innovative pedagogy not only foster critical thinking and creativity but also strengthen institutional resilience, enabling adaptive responses to disruptions such as pandemics, economic constraints, security challenges and political unrest. Importantly, the integration of AI must be context sensitive, embedding African cultural values to ensure that technological adoption reinforces rather than erodes identity. Through case studies and strategic frameworks, this presentation highlights how African universities can responsibly integrate AI to build inclusive, future-ready education systems that balance innovation with heritage. Ultimately, AI be harness in a manner that it offers a pathway to sustainable transformation, preparing graduates for global competitiveness while safeguarding Africa’s unique cultural identity.

ARTIFICIAL INTELLIGENCE, BUILDING INFORMATION MODELLING, AND DIGITAL COST MANAGEMENT FOR DEVELOPING FUTURE-READY QUANTITY SURVEYORS IN THE CONSTRUCTION 5.0 ERA

• Hakeem omeiza suleiman (Federal polytechnic nasarawa)

Room: IHEMA suleiman, H. O. Federal polytechnic nasarawa hakeemsuleiman1@gmail.com Track: Digital Transformation in Higher Education Hakeem Omeiza Suleiman Department of Quantity Surveying Federal Polytechnic Nasarawa, Nasarawa State, Nigeria Email: hakeemsuleiman1@gmail.com The emergence of Construction 5.0, driven by Artificial Intelligence (AI), Building Information Modelling (BIM), digital cost management, and intelligent data analytics, is redefining the competencies required of quantity surveyors in the digital construction industry. However, many African higher education institutions continue to rely on conventional quantity surveying curricula that inadequately prepare graduates for technology-enabled project delivery and digital cost intelligence. This study examines the role of AI, BIM, and digital cost management in developing future-ready quantity surveyors for the Construction 5.0 era. The objectives were to: (i) examine the relevance of AI, BIM, and digital cost management technologies in Quantity Surveying education; (ii) identify barriers to integrating emerging digital technologies into higher education curricula; (iii) evaluate their contribution to developing competencies in digital cost planning, collaborative project delivery, predictive cost analytics, and sustainable construction; and (iv) propose a curriculum transformation framework aligned with Education 5.0, Construction 5.0, and Smart Campus initiatives. The study adopts a qualitative review of contemporary literature, policy documents, and international best practices in digital construction education. Findings indicate that integrating AI-powered estimating tools, BIM-enabled quantity take-off, digital procurement platforms, and predictive cost analytics significantly enhances experiential learning, interdisciplinary collaboration, graduate employability, and digital competencies while supporting Sustainable Development Goals (SDGs), particularly SDG 4 and SDG 9. The study concludes that curriculum innovation, investment in digital learning infrastructure, faculty capacity development, and stronger university–industry partnerships are essential for preparing quantity surveyors capable of leading Africa's digital construction transformation. Keywords: Quantity Surveying Education, Artificial Intelligence, Building Information Modelling (BIM), Digital Cost Management, Predictive Cost

Digital Goat Banking as an Empowerment Platform for Future-Ready African Higher Education Ecosystems

• Dr Ahmed Lawan Bazza (Federal Capital Territory College of Education Zuba, Abuja)

Room: BURERA Bazza, A. L. Federal Capital Territory College of Education Zuba, Abuja bazzahmed3@gmail.com Track: Digital Transformation in Higher Education By Dr. Ahmed Lawan Bazza, Abubakar Sadique Abullahi, Kabiru Muazu and Waziri Hassan Department of Agricultural Education School of Vocational and Technical Education FCT College of Education, Zuba, Abuja, Nigeria Email: bazzahmed3@gmail.com Abstract African tertiary Institutions must bridge two gaps: the digital divide and the divide between academic curricula and grassroots economic realities. This presentation introduces digital goat banking a technology enhanced revolving livestock asset model as a sustainable empowerment platform that simultaneously addresses both gaps. The work  present a living lab framework where higher education Institutions co-develop low-cost digital tools (USSD/SMS, offline-first ledgers, community kiosks) with rural goat banking groups, embedding community co-governance at every stage. Students from ICT, agriculture, business, and social sciences gain experiential learning by solving real-world challenges: tracking assets, preventing fraud, building digital literacy, and measuring empowerment outcomes. Early evidence suggests improved loan repayment rates, increased women’s decision-making power, and higher student employability. The presentation argues that digital asset-based platforms like goat banking offer a replicable, low-bandwidth pathway for reimagining future-ready higher education ecosystems in Africa thus shifting tertiary institutions from degree factories to community innovation brokers. Keywords: Digital divide; Goat banking; Tertiary Institutions ecosystems; Community empowerment; Asset-based living labs

AI-DRIVEN DIGITAL TRANSFORMATION IN HIGHER EDUCATION: IMPLICATIONS FOR PEDAGOGY, INSTITUTIONAL MANAGEMENT, AND STUDENTS" ENGAGEMENT IN THE 21ST CENTURY

• Amoo Jelili Olalekan (Federal College of Education (Special) Oyo)

Room: KIVU Olalekan, A. J. Federal College of Education (Special) Oyo amoo.jelili1247@fcesoyo.edu.ng Track: Digital Transformation in Higher Education Artificial intelligence (AI) is rapidly revolutionising higher education by altering teaching methodologies, institutional administration, and student involvement in the 21st century. As higher institutions of learning progressively integrate digital technology to improve teaching, learning, and administrative efficiency, AI has become a pivotal catalyst for educational innovation and systemic transformation. This study offers a conceptual examination of AI-driven digital change in higher education, emphasising its effects on pedagogy, institutional governance, and learner engagement. This analysis explores how AI-driven tools, including intelligent tutoring systems, learning analytics, generative AI applications, chatbots, and automated assessment platforms, are transforming conventional educational frameworks and fostering more personalised, adaptable, and data-informed learning environments. The research is based on the Technology Acceptance Model (TAM) and the Diffusion of Innovation Theory, which elucidate the processes by which individuals and institutions accept and assimilate innovative technology in educational settings. This study synthesises contemporary research and global policy views to elucidate how AI improves efficiency, increases decision-making, and fosters student-centered learning in higher education institutions. The document delineates principal potential for AI integration, encompassing augmented academic performance, heightened institutional response, and broadened access to quality education. Nonetheless, it underscores some problems like ethical issues pertaining to bias and data privacy, and others alike. The paper introduces an AI-Driven Higher Education Transformation Framework (AIDHETF) to tackle these challenges, conceptualising the interplay of infrastructure, human capability, regulatory environment, and AI-enhanced educational processes. The report concludes that although AI possesses considerable transformative potential for higher education worldwide, its sustainable integration necessitates deliberate investment in infrastructure, capacity development, and strong ethical governance frameworks to guarantee equitable and successful deployment.

Bridging the Digital Divide in Higher Education: Challenges and Future Prospects for Dual Mandate Colleges of Education in North Central Nigeria.

• Ibrahim Muhammad Hassan (Umaru Sanda Ahmadu College of Education, Minna. Niger State, Nigeria.)

Room: MUHAZI (fisen), I. M. H. Umaru Sanda Ahmadu College of Education, Minna. Niger State, Nigeria. dodondawa2000@gmail.com Track: Digital Transformation in Higher Education The rapid advancement of digital technologies has transformed higher education globally, creating new opportunities for teaching, learning, research, and institutional management. However, the benefits of digitalization remain unevenly distributed across Nigerian higher education institutions due to persistent infrastructural and socio-economic challenges. This paper examines the nature and implications of the digital divide in Nigerian higher education and its impact on the development of Dual-Mandate future-ready graduates. Adopting a conceptual review approach, the study identifies major barriers including inadequate ICT infrastructure, unreliable power supply, poor internet connectivity, insufficient funding, and low levels of digital literacy among students and academic staff across the North Central Nigeria. The paper further explores emerging opportunities associated with e-learning platforms, artificial intelligence, virtual learning environments, and digital research tools for improving educational access, quality, and innovation. It argues that bridging the digital divide requires strategic investment in digital infrastructure, effective policy implementation, capacity building, and strengthened collaboration between government, higher education institutions, and the private sector. The study concludes that overcoming digital inequalities is critical to building resilient, inclusive, and globally competitive Dual Mandate Colleges of Education capable of supporting sustainable national development in Nigeria.

ARTIFICIAL INTELLIGENCE LITERACY, DIGITAL COMPETENCE AND TECHNOLOGY ACCEPTANCE AS PREDICTORS OF MATHEMATICS STUDENTS’ ACADEMIC ACHIEVEMENT IN SENIOR SECONDARY SCHOOLS IN DELTA STATE

• DR PEREKEME PERESUODE (COLLEGE OF EDUCATION, WARRI, DELTA STATE, NIGERIA.)

Room: IHEMA Peresuode, P. COLLEGE OF EDUCATION, WARRI, DELTA STATE, NIGERIA. princepppk1980@gmail.com Track: Digital Transformation in Higher Education EMAIL ADDRESS: princepppk1980@gmail.com) PHONE NUMBER: 2348135071027 TITLE: ARTIFICIAL INTELLIGENCE LITERACY, DIGITAL COMPETENCE AND TECHNOLOGY ACCEPTANCE AS PREDICTORS OF MATHEMATICS STUDENTS’ ACADEMIC ACHIEVEMENT IN SENIOR SECONDARY SCHOOLS IN DELTA STATE ABATRACT The study examined artificial intelligence literacy, digital competence and technology acceptability as predictors of academic achievement of mathematics students in Delta State. Research design of this study was predictive co relational. The sample included 66,523 SS II students. Using Krejcie and Morgan sample size determination table and multi-stage sampling technique, a sample of 382 students was selected. Four instruments were employed to collect data. The instruments were evaluated by specialists and the reliability coefficients of 0.88, 0.85, 0.87 and 0.82 were found. The study revealed that artificial intelligence literacy, digital competence and technology acceptability are major predictors of academic achievement of mathematics students. Amongst others, it was advised that educational stakeholders should foster the development of AI literacy, digital competence and positive technology acceptance amongst students, to increase learning outcomes in Mathematics. Keywords: Digital competence, Artificial intelligence literacy, Technology acceptance, Academic achievement, Mathematics education.

Artificial Intelligence Readiness and Digital Competence as Predictors of Teaching Effectiveness: Evidence from Colleges of Education in Southwest Nigeria

• AMINU Lateef Olukoya Ph.D (Sikiru Adetona Collegeo fo Education, Science and Technology, Omu-Ajose)

Room: KIVU Olukoya, A. L. Sikiru Adetona Collegeo fo Education, Science and Technology, Omu-Ajose amlateef123@gmail.com Track: Digital Transformation in Higher Education Artificial Intelligence (AI) is rapidly transforming higher education by influencing teaching, learning, assessment, research, and institutional administration. As AI-driven technologies become increasingly integrated into educational practice, lecturers’ readiness to adopt and effectively utilise these innovations is crucial to enhancing instructional quality. In addition, digital competence has emerged as a fundamental professional requirement for educators operating within technology-mediated learning environments. Despite growing interest in AI adoption and digital transformation in education, empirical evidence on the combined influence of AI readiness and digital competence on teaching effectiveness remains limited, particularly in teacher education institutions in developing countries. This study, therefore, investigated the predictive influence of AI readiness and digital competence on teaching effectiveness among lecturers in state-owned Colleges of Education in Southwest Nigeria. A correlational research design was adopted. The study involved 167 lecturers selected through a multi-stage sampling procedure. Data were collected using the Artificial Intelligence Readiness Scale (α = .77), Digital Competence Scale (α = .81), and Teaching Effectiveness Scale (α = .79). Descriptive statistics, Pearson Product-Moment Correlation, and Multiple Regression Analysis were employed for data analysis at the 0.05 level of significance. The findings revealed significant positive relationships among AI readiness, digital competence, and teaching effectiveness. AI readiness (r = .697, p < .05) and digital competence (r = .785, p < .05) were significantly associated with teaching effectiveness. Jointly, the two predictor variables explained 64% of the variance in teaching effectiveness (R² = .640, F(2,164) = 146.085, p < .05). Digital competence emerged as the stronger predictor (β = .602), while AI readiness also contributed significantly (β = .241). The study concludes that enhancing lecturers’ digital competence and AI readiness is critical for improving teaching effectiveness and recommends sustained AI-focused professional development initiatives within teacher education institutions.

Aligning Higher education with the sustainable digital goals

• Jeremiah Peter Iweh (College of Education, Afaha nsit)

Room: IHEMA Iweh, J. P. College of Education, Afaha nsit iwehjerry@gmail.com Track: Digital Transformation in Higher Education The digital divide continues to undermine efforts to achieve equitable education, particularly for marginalized learners in low-resource contexts. Bridging this divide is essential for promoting inclusive education aligned with Sustainable Development Goal 4. This study examines strategies for bridging the digital divide and their impact on promoting inclusive education in higher and basic education institutions. Employing a mixed-methods design, data were collected from 500 students and 60 educators across urban and rural institutions through surveys, and from 15 key stakeholders via in-depth interviews. Quantitative data were analyzed using t-tests and regression analysis to assess the relationship between digital access and learning outcomes, while qualitative data were analyzed thematically. Findings reveal that limited internet connectivity, lack of digital devices, and low digital literacy are primary drivers of exclusion. However, targeted interventions such as device provision programs, offline digital content, and teacher training in accessible pedagogy significantly improved participation and learning outcomes for students with disabilities, low-income learners, and rural populations. The study concludes that bridging the digital divide requires multi-stakeholder action combining infrastructure investment, inclusive technology design, and capacity building. Recommendations include policy reforms for universal digital access, adoption of universal design for learning, and public-private partnerships to scale inclusive digital education. Keywords: digital divide, inclusive education, educational technology, accessibility, equity, SDG 4

AI and Oral English Remediation for Communicative Competence in Nigerian Secondary Education.

• NWADEI Mary Oluchukwu (Federal College of Education (Technical), Asaba, Delta State, Nigeria.)

Room: KIVU Oluchukwu, N. M. Federal College of Education (Technical), Asaba, Delta State, Nigeria. nwadeioluchi@gmail.com Track: Digital Transformation in Higher Education Nwadei, Mary Oluchukwu Federal College of Education (Technical) Asaba, Delta State, Nigeria Department of Language and Communication Education nwadeioluchi@gmail.com +234 8030470831 AI and Oral English Remediation for Communicative Competence in Nigerian Secondary Education Abstract Persistent deficiencies in oral English proficiency among Nigerian secondary school students have remained a major challenge, affecting learners’ pronunciation, fluency, articulation, classroom interaction, and overall communicative competence. Many students experience difficulties in stress placement, intonation, and effective spoken communication due to overcrowded classrooms, inadequate language laboratories, limited exposure to standard spoken English, and the absence of personalized remediation strategies. Conventional teaching approaches often fail to address learners' specific oral English needs, thereby reducing students’ confidence and communicative effectiveness in academic and social contexts. The increasing advancement of Artificial Intelligence technologies in language education has created opportunities for personalized oral English remediation through speech recognition, automated correction, and adaptive learning systems. This study, therefore, investigates AI and oral English remediation for communicative competence in Nigerian secondary education. The study adopts a quantitative descriptive survey research design. The population of the study consists of 105 English language teachers drawn from selected public secondary schools across Delta North, Delta Central, and Delta South Senatorial Districts of Delta State, Nigeria. The total population sampling technique is adopted because the population size is manageable. Fifteen public secondary schools are selected across the three senatorial districts, with seven English language teachers selected from each school. Data are collected using structured questionnaires and oral English assessment rating scales validated by experts in English language education and measurement and evaluation. Reliability of the instruments is established using Cronbach's Alpha statistical method. Data collected are analysed using mean scores and standard deviation to answer the research questions, while t test statistical analysis is used to test the hypotheses at a 0.05 level of significance. Findings reveal that Artificial Intelligence significantly improves students’ pronunciation, fluency, speaking confidence, and communicative competence through personalized feedback and adaptive learning processes. The study also reveals that inadequate digital infrastructure, unstable electricity supply, and limited teacher competence constitute major barriers to effective AI integration in oral English instruction. The study recommends increased government investment in digital language learning facilities, provision of stable technological infrastructure in schools, and regular training programmes for English language teachers on the effective use of AI tools for oral English remediation. Keywords: Artificial Intelligence, Oral English Remediation, Communicative Competence, personalized remediation strategies.

Adoption of Emerging Digital Technologies and Sustainable Teaching Effectiveness among Lecturers in Selected Polytechnics in Kwara State

• Ahmed Hassana K (Federal Polytechnic Offa, Kwara State, Nigeria.)

Room: NASHO K, A. H. Federal Polytechnic Offa, Kwara State, Nigeria. taiyeahmed3@gmail.com Track: Digital Transformation in Higher Education The integration of emerging digital technologies in higher education will continue to transform teaching and learning processes, creating opportunities for improved instructional delivery and sustainable educational outcomes. This study will investigate the adoption of emerging digital technologies and sustainable teaching effectiveness among lecturers in selected polytechnics in Kwara State, Nigeria. Specifically, the study will examine the extent to which lecturers will adopt technologies such as Learning Management Systems (LMS), artificial intelligence tools, virtual learning platforms, digital assessment systems, and collaborative online applications. The study will also assess the level of sustainable teaching effectiveness and determine the relationship between the adoption of emerging digital technologies and teaching effectiveness. A descriptive survey research design will be employed, while lecturers in selected polytechnics will constitute the study population. Data will be collected through a structured questionnaire and will be analyzed using descriptive and inferential statistics. The study is expected to reveal the extent to which lecturers will utilize emerging digital technologies in their instructional activities and how such utilization will contribute to effective teaching practices, learner engagement, content delivery, assessment, and continuous professional development. Findings from the study will provide valuable insights for educational administrators, policymakers, and institutional managers on strategies that will enhance digital innovation adoption and promote sustainable teaching effectiveness in polytechnic education. The study will also contribute to the growing body of knowledge on digital transformation in higher education institutions in Nigeria.

Activity to result: An imperative to institutional transformation and sustainable development in higher education

• Mbaeri Chibueze Charles (Imo state Polytechnic)

Room: BURERA Charles, M. C. Imo state Polytechnic chukwubuezem@gmail.com Track: Digital Transformation in Higher Education Institutions play a very important role in promoting national development. Though they continue to operate on activity based model, where success is measured by processes rather than outcome achieved. The concept of Activity to Result emphasize the need for organizations and institutions to shift focus from merely carrying out activities to achieving measurable outcome that drive real change in the system. Institution in most of the developing countries indulge in a lot of activities like meetings, programs, policies symposiums, reforms etc, their resources, time and energy are often spent on routine activities without clear links to impact, productivity or development. This paper examine why moving from activity based operations to result based operations is an imperative for institutional transformation and sustainable development in educational ecosystem. It highlight the culture of accountability, meritocracy, transparency, efficiency and strategic planning where activity is aligned to specific results and long term goals. By adopting a result oriented approach, institution can improve services delivery and ensure that policies translate into tangible results. The paper concludes that Activity to Result is not only a strategy but necessity to bridge the digital divide in the higher education ecosystem.

AWARENESS AND PREPAREDNESS OF STUDENTS TOWARDS THE ADOPTION OF ARTIFICIAL INTELLIGENCE FOR LEARNING SCIENCE EDUCATION COURSES IN THE COLLEGE OF EDUCATION BILLIRI

• SALAU ABIOLA OLANREWAJU (COLLEGE OF EDUCATION BILLIRI, GOMBE STATE)

Room: NASHO Olanrewaju, S. A. COLLEGE OF EDUCATION BILLIRI, GOMBE STATE salauolanrewaju10@gmail.com Track: AI, Emerging Technologies and Future Learning This study examined the awareness and preparedness of students towards the adoption of Artificial Intelligence (AI) for learning Science Education courses in the College of Education Billiri. The study adopted a descriptive survey research design. A sample of 150 students was selected using a stratified random sampling technique. Data were collected through a structured questionnaire and analyzed using descriptive statistics including frequency counts, percentages, mean, and standard deviation. Findings from the study revealed that students demonstrated a high level of awareness of Artificial Intelligence and showed positive attitudes towards its use in learning Science Education courses. The study further revealed that students demonstrated a high level of preparedness to engage with AI as a learning support tool. The findings suggest that AI has the potential to improve students’ learning experiences and enhance engagement in Science Education. The study recommended that the College should promote AI-supported instructional practices, strengthen students digital competencies, and improve access to technological facilities that support AI integration in teaching and learning.

BEYOND THE PHYSICAL LABORATORY: HARNESSING VIRTUAL REALITY, ARTIFICIAL INTELLIGENCE, AND THE METAVERSE FOR CHEMISTRY LEARNING IN NORTH-WEST NIGERIA

• GARBA IDRIS YARGAMJI (DEPARTMENT OF CHEMISTRY EDUCATION, ISA KAITA COLLEGE OF EDUCATION, DUTSIN-MA, KATSINA STA5)

Room: IHEMA 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.

Artificial Intelligence (AI) as an Emerging Field in Teaching NMR Structural Elucidation of Organic Compounds

• Saifullah Abubakar (Zamfara State College of Education Maru)

Room: NASHO Abubakar, S. Zamfara State College of Education Maru bukarsaif@gmail.com Track: AI, Emerging Technologies and Future Learning Saifullah Abubakar 1 & N. A Sani2 1Department of Chemistry, Zamfara State College of Education, Maru 2Department of Chemistry, Federal University, Gusau Email address of corresponding Author:- bukarsaif@gmail.com Nuclear magnetic resonance (NMR) spectroscopy is an essential analytical technique used in determining the structure of organic compounds. However, traditional method of interpreting NMR spectra remains a labor-intensive and expertise-dependent process, mostly for complex or novel compounds. Consequently, to address these challenges, advanced computational approaches have demonstrated significant potential in addressing these tasks. Therefore, coupling artificial intelligence (AI) with NMR had accelerated the structural elucidation of organic compounds compared to traditional method. Specifically, AI as an emerging field that evolved as a transformative tool in this field, significantly enhances the speed, efficiency, and accuracy of structural elucidation via processing complex spectral data, predicting chemical shifts, and automating the correlation between experimental and calculated data, leading to faster and more accurate structural determination of unknown compounds. This mini review aims to explore the application of AI in structural elucidation of organic compounds such as natural products, particularly due to their specific features in terms of structural complexity and scaffold diversity compared to synthetic analogs. Key words: NMR, AI, structural elucidation, Organic compounds, spectra

Artificial Intelligence and Future of Language Skills Teaching in Nigeria’s ESL Classrooms: Reimagining a Future-Ready Higher Education Ecosystem

• NWABUNZE DONATUS CHIJIOKE (NWAFOR ORIZU COLLEGE OF EDUCATION, NSUGBE, ANAMBRA STATE)

Room: MUHAZI Chijioke, N. D. NWAFOR ORIZU COLLEGE OF EDUCATION, NSUGBE, ANAMBRA STATE nwabunzedonatus401@gmail.com Track: AI, Emerging Technologies and Future Learning This position paper observes that the accelerating pace of digital transformation is reshaping teaching and learning across higher education globally, necessitating innovative pedagogical approaches that equip learners with competencies for the knowledge economy. In Nigeria’s English as Second Language (ESL) context, the teaching of language skills – listening, speaking, reading, and writing – continues to face challenges arising from conventional instructional methods, large class sizes, and limited opportunities for personalized learning. While Artificial Intelligence (AI) is increasingly influencing educational practices worldwide, its potential for transforming language skills instruction in Nigerian higher education remains insufficiently explored. This position paper argues that AI offers a strategic pathway for reimagining language skills teaching within a future-ready higher education ecosystem. The contends that AI-driven technologies like intelligent tutoring systems, speech recognition applications, automated writing feedback tools, adaptive learning platforms, and generative AI systems, can significantly enhance language acquisition by providing personalized instruction, real-time feedback, interactive learning experiences, and greater learner autonomy. Such technologies have the capacity to bridge learning gaps, foster communicative competence, and promote digital literacy among undergraduates. However, the paper acknowledges persistent challenges in form of inadequate digital infrastructure, uneven access to technological resources, limited digital competence among educators, and ethical concerns surrounding AI use in education. Drawing on contemporary scholarship and emerging trends in digital language pedagogy, the paper advocates deliberate policy reforms, curriculum innovation, institutional investment, and continuous professional development for language teachers. It concludes that the effective integration of AI into language skills teaching is crucial for bridging the digital divide and positioning Nigerian higher education institutions to produce globally competitive graduates capable of thriving in an increasingly digital world. Keywords: Artificial Intelligence, Language Skills Teaching, ESL, Digital Pedagogy, Higher Education, Nigeria, Future-Ready Education.

Digital Transformation and Digital Inclusion in Teacher Education: Bridging the Digital Divide in Nigerian Colleges of Education in Nigeria.

• Nuraddeen Yusuf Galadanchi (Yusuf Bala Usman College of Education and Legal Studies Daura)

Room: RUHONDO Galadanchi, N. Y. Yusuf Bala Usman College of Education and Legal Studies Daura ygaladanchi2015@gmail.com Track: Digital Transformation in Higher Education Digital transformation has become a critical driver of educational innovation globally, reshaping pedagogical practices, learning environments, and teacher preparation programs. In Nigeria, efforts to integrate digital technologies into teacher education have intensified; however, persistent digital inequalities continue to hinder equitable access to technology enhanced learning opportunities within colleges of education. The digital divide, manifested through disparities in infrastructure, connectivity, digital competencies, and resource allocation, poses significant challenges to the preparation of future teachers capable of functioning effectively in technology driven educational systems. This study explored stakeholders' perceptions and experiences regarding digital transformation and the challenges associated with the digital divide in colleges of education in Nigeria. Guided by a qualitative research approach, data were collected through semi-structured interviews and focus group discussions involving lecturers, administrators, and student teachers drawn from selected colleges of education. The data were analyzed using thematic analysis. Findings revealed that inadequate digital infrastructure, unreliable internet connectivity, insufficient digital competencies among educators, funding limitations, and pronounced disparities between urban and rural institutions significantly constrained the implementation of digital transformation initiatives. Nevertheless, participants identified emerging opportunities, including digital literacy programs, professional development initiatives, institutional partnerships, and evolving policy reforms aimed at enhancing technology integration in teacher education. The study concluded that bridging the digital divide is essential for the sustainable future of teacher education in Nigeria. Strategic investments in digital infrastructure, continuous capacity building programs, and inclusive policy frameworks are necessary to ensure equitable access to digital learning resources and opportunities. The findings provide important implications for educational policymakers, teacher educators, and institutional administrators seeking to strengthen digitally responsive teacher education systems in developing country contexts.

Artificial Intelligent in the Political Science Classroom : Opportunities Challenges and Pedagogical Shift in African Universities

• Umah Eze (Federal College of Education (T) Omoku)

Room: MUHAZI Eze, U. Federal College of Education (T) Omoku princeezeumah@gmail.com Track: AI, Emerging Technologies and Future Learning *Title:* _Artificial Intelligence in the Political Science Classroom: Opportunities, Challenges, and Pedagogical Shifts in African Universities_ *Abstract:* Artificial Intelligence (AI) is rapidly transforming higher education, yet its implications for Political Science pedagogy in African universities remain largely unexplored. This paper examines the opportunities, challenges, and required pedagogical shifts for integrating AI into Political Science teaching across African universities. Drawing on a review of current literature and experiential insights from Nigerian university classrooms, the study identifies four key opportunities. First, AI tools such as chatbots and adaptive learning platforms enable personalized learning, allowing students to engage with complex concepts like comparative politics and international relations at their own pace. Second, AI-powered data analytics and visualization tools provide students real-time access to African political and electoral data, strengthening empirical research skills. Third, AI simulations of governance, policy-making, and conflict resolution offer experiential learning that is often limited by resource constraints. Fourth, generative AI expands students’ access to global scholarship, bridging gaps in library resources. Despite these opportunities, the paper identifies critical challenges: persistent digital infrastructure deficits and internet instability; algorithmic bias that underrepresents African political systems; concerns over data privacy, surveillance, and academic integrity; and limited faculty capacity for AI literacy. The study argues that effective adoption demands a pedagogical shift from AI as a substitute for instruction to AI as an augmentation tool that promotes critical, context-aware analysis. The paper concludes by proposing a “Decolonized AI Pedagogy Framework” for African Political Science. This framework prioritizes localization of datasets, ethics-centered instruction, faculty development, and policy alignment to ensure AI strengthens the teaching of African governance and political realities rather than reproducing external biases. *Keywords:* Artificial Intelligence; Political Science Education; African Universities; Pedagogy; Decolonization; Digital Divide

Advancing Digital Literacy in Teacher Education for Future-Ready Higher Education in Nigeria.

• Muhammad Sunusi Ahmad (Jigawa State College of Education, Gumel)

Room: BURERA Ahmad, M. S. Jigawa State College of Education, Gumel muhammadsahmed@jscoeg.edu.ng Track: Digital Transformation in Higher Education TOPIC: Advancing Digital Literacy in Teacher Education for Future-Ready Higher Education in Nigeria. Abstract The rapid technological advancement of the 21st century has transformed global education, making a digital literacy a crucial component in teaching and learning, especially at higher education level. However, in Nigeria, factors attributed to limited access to ICT facilities, poor internet services, inadequate digital infrastructure, and insufficient digital competencies constraints the effective advancement of teacher-producing institutions. These challenges plays significant role in broadening the digital divide in higher education institutions in the country, and also limits their capacity to respond positively and effectively to the emerging technological and digital transformation in education. Therefore, this paper examines the role of the digital-literacy towards the advancement of teacher education for future-ready higher education in Nigeria. This paper explores the importance of digital-competency in teaching and learning, ICT integration in teacher preparation programs, and the growing relevance of e-learning and blended learning approaches in contemporary education. Additionally, the study further discusses factors such as infrastructural limitations, inadequate professional training, insufficient institutional support, and policy implementation gaps as major barriers to affective development in digital literacy. Drawing from relevant literature, policy documents, and current educational technology trends, this paper identified promising approaches towards addressing the emerging challenges facing digital transformation in Nigeria’s higher education system. Therefore improving digital literacy among teacher educators and student-teachers, alongside greater ICT investment, capacity building, supportive policies, and technology integration, can enhance instructional delivery and educational quality in Nigeria’s higher education. Collectively, these measures are promising in building a future-ready educational institutions in Nigeria, and other African countries facing similar challenges. Keywords: Digital Literacy, ICT Integration, Digital Divide, Higher Education, Educational Transformation, Future-Ready Education.

Artificial Intelligence Integration and Teacher Professional Development for Future-Ready Entrepreneurship Education Delivery at Federal College of Education (Technical), Ekiadolor

• Joshua Akounjom Bisong (Federal College of Education (Technical) Ekiadolor, Benin-City, Edo State)

Room: NASHO Bisong, J. A. Federal College of Education (Technical) Ekiadolor, Benin-City, Edo State bisongjoshua69@gmail.com Track: AI, Emerging Technologies and Future Learning The study examined Artificial Intelligence Integration and Teacher Professional Development for Enhancing Future-Ready Entrepreneurship Education Delivery at Federal College of Education (Technical), Ekiadolor. The study was guided by three research questions and adopted a descriptive survey design. The population comprised 195 Business Education students, with a census sampling technique applied. Data were collected using a structured questionnaire with a reliability coefficient of Cronbach’s alpha = 0.94, indicating high internal consistency. A total of 190 questionnaires were correctly returned (97.44% response rate). Data were analysed using mean and standard deviation. Findings revealed that AI integration has a high positive influence on entrepreneurship education delivery, with mean scores ranging from 3.65 to 4.18. Respondents agreed that AI-supported tools such as simulations and digital platforms enhance teaching effectiveness and conceptual understanding. Teacher professional development showed a moderate to high influence, with mean values ranging from 3.38 to 3.76, indicating mixed effectiveness in translating training into practical classroom improvement. The combined influence of AI integration and teacher professional development recorded high perception scores (3.51–3.66), suggesting improved student confidence, relevance of instruction, and learning clarity, although entrepreneurial problem-solving and motivation remain moderately developed. The study concludes that AI integration and teacher professional development significantly enhance entrepreneurship education delivery but are not yet fully optimised. It recommends stronger integration of AI tools in instructional delivery and more practice-oriented professional development programmes. These improvements are necessary to achieve future-ready entrepreneurship education capable of fostering innovation, employability, and entrepreneurial competence among students.

A Study of Physics Teachers’ Attitude toward Digital Simulations in Laboratory‑Deficient Secondary Schools in Zaria, Kaduna State, Nigeria

• Yahaya Isa Bunkure (Federal University of Education, Zaria)

Room: IHEMA Bunkure, Y. I. Federal University of Education, Zaria bunkure63@gmail.com Track: AI, Emerging Technologies and Future Learning Secondary schools in developing nations face severe structural constraints in delivering practical science education due to deficient laboratory infrastructure. While digital simulations offer a scalable alternative to physical experimentation, successful deployment remains heavily dependent on instructor acceptance. This study investigated physics teachers' attitudes toward integrating digital simulations within laboratory-deficient secondary schools in the Zaria Education Zone, Kaduna State, Nigeria. Specifically, it examined the effects of perceived usefulness on teacher attitudes, the predictive capacity of these attitudes on adoption willingness, and the impact of infrastructural deficits. Utilizing a descriptive census survey design, data were collected from the entire population of physics educators (N = 39) across regional secondary schools using the validated 20-item Digital Simulation Attitude and Adoption Questionnaire (DSAAQ). Data were analyzed using descriptive statistics and linear regression modeling. Educators exhibited highly favorable attitudes toward digital tools (M = 4.61, SD = 0.55). Linear regression confirmed that perceived usefulness significantly predicted positive attitudinal shifts (β = .528, p = .001), accounting for 27.9% of attitudinal variance (R2 = .279$). Concurrently, positive attitudes significantly predicted teachers’ willingness to adopt virtual modules (\beta = .453, p = .004, R2 = .205). However, a lack of technological infrastructure exerted a powerful negative effect on adoption willingness (β= -.641, p < .001), explaining 41.1% of the structural variance (R2 = .411). Although secondary school physics teachers are highly motivated and possess positive psychological orientations toward digital simulation integration, systemic infrastructure deficits act as a critical bottleneck to practical implementation.

ARTIFICIAL INTELLIGENCE, FINTECH, AND BLOCKCHAIN FOR TRANSFORMING ACCOUNTING EDUCATION TOWARDS ACCOUNTING 5.0 IN AFRICAN HIGHER EDUCATION

• Dr Abdullahi Dalhatu Ibrahim (Federal polytechnic nasarawa)

Room: RUHONDO Ibrahim, A. D. Federal polytechnic nasarawa adibrahimnas74@gmail.com Track: AI, Emerging Technologies and Future Learning Dr. Abdullahi Dalhatu Ibrahim Department of Accounting School of Business Studies Federal Polytechnic Nasarawa, Nasarawa State, Nigeria Email: adibrahimnas74@gmail.com The rapid advancement of Artificial Intelligence (AI), Financial Technology (FinTech), blockchain, and data analytics is transforming the accounting profession and redefining the competencies required of accounting graduates. However, many African higher education institutions continue to rely on traditional accounting curricula that provide limited exposure to emerging digital financial technologies and intelligent decision-support systems. This study examines the role of AI, FinTech, blockchain, and data analytics in transforming Accounting education for the Accounting 5.0 era. The objectives were to: (i) examine the relevance of emerging digital financial technologies in Accounting education; (ii) identify barriers to integrating AI, FinTech, blockchain, and data analytics into accounting curricula; (iii) evaluate their potential to enhance students' competencies in intelligent auditing, financial reporting, forensic accounting, digital taxation, and evidence-based decision-making; and (iv) propose a curriculum transformation framework aligned with Education 5.0, Accounting 5.0, and Smart Campus initiatives. The study adopts a qualitative review of contemporary literature, policy documents, and international best practices in digital accounting education. Findings indicate that integrating AI-powered accounting software, blockchain applications, predictive financial analytics, and digital auditing tools significantly enhances graduate employability, professional competence, innovation, and financial transparency while contributing to Sustainable Development Goals (SDGs), particularly SDG 4 and SDG 8. The study concludes that curriculum innovation, digital infrastructure investment, faculty capacity development, and stronger collaboration between higher education institutions, professional accounting bodies, and industry are essential for preparing accountants capable of leading Africa's digital financial transformation. Keywords: Accounting Education, Artificial Intelligence, FinTech, Blockchain, Data Analytics, Intelligent Auditing, Accounting 5.0, Education 5.0, Smart Campuses, Sustainable Development Goals (SDGs).

AI readiness of Nigerian University graduates for the digital workplace

• ADAOBI JENNIFER ILOAKASIA (NWAFOR ORIZU COLLEGE OF EDUCATION, NSUGBE, ANAMBRA STATE, NIGERIA)

Room: IHEMA Iloakasia, A. J. NWAFOR ORIZU COLLEGE OF EDUCATION, NSUGBE, ANAMBRA STATE, NIGERIA jenniferadaobiiloakasia@gmail.com Track: AI, Emerging Technologies and Future Learning The global workforce is rapidly becoming digital and the job requirements have also changed accordingly, necessitating high digital adaptability. The global workforce has been transformed with the addition of Artificial Intelligence (AI) and so have the requirements of the job which now require high digital adaptability. In Nigeria, there's a disconnect between the digital workplace and university curricula. This study aims to explore the AI readiness of Nigerian university graduates in recent years, examining their technical proficiency and readiness for AI-based workplaces. The study was based on three research questions and two hypotheses: institutional background, fields of study, and competency in AI. Descriptive research design was adopted and quantitative data were obtained from 600 graduands of all Nigerian Universities of both federal, state and private universities. Descriptive and inferential statistics were used in analyzing the data with thematic analysis also included. Results show that there are substantial differences in the readiness of institutions in the area of AI depending on the discipline. Most of the public university graduates showed low levels of practical competency; STEM and private university graduates showed moderate levels of AI literacy. Some key shortcomings in data literacy, AI ethics, and prompt engineering were identified. Hands-on experience is the real problem with graduates, industry experts said. Based on the study results, it is recommended to introduce obligatory courses on the foundations of artificial intelligence, expand funding for public institutions of infrastructure, and promote university-industry cooperation. Keywords: Artificial Intelligence, AI Readiness, Graduate Employability, Higher Education, Nigerian Universities, Digital Workplace.

AI driven solution for Environmental Pollution Control: Challenges and Prospect

• Yahaya Aliyu (Federal College of Education Technical Gusau Zamfara Stae)

Room: NASHO Aliyu, Y. Federal College of Education Technical Gusau Zamfara Stae yahayaaliyumaradun@yahoo.com Track: AI, Emerging Technologies and Future Learning Environmental pollution remains one of the most significant threats to global public health and ecological sustainability. Rapid urbanization, industrialization, and unsustainable human activities have intensified air, water, and land pollution, as a result of which conventional pollution control approaches have often proved inadequate in addressing these growing environmental challenges. Artificial Intelligence (AI) has emerged as a transformative technology capable of enhancing pollution monitoring, prediction, prevention, and remediation through intelligent data analysis and automated decision-making. This paper reviews the prospects and challenges of AI-driven solutions for environmental pollution control across major environmental domains. It examines the application of AI in real-time pollution monitoring, hyper-local air quality forecasting, intelligent wastewater treatment, automated waste sorting, industrial emission control, and support for sustainable practices such as renewable energy integration, electric mobility, and green infrastructure. The review also highlights key challenges limiting the effective deployment of AI, including high energy and water consumption by data centers, electronic waste generation, environmental impacts associated with rare-earth mineral extraction, data quality concerns, ethical issues, and the shortage of AI professionals with environmental expertise. The paper concludes that while AI offers significant opportunities for improving environmental management and accelerating sustainable development, addressing these technical, environmental, and institutional challenges are essential to realize its full potential in pollution control.

Artificial Intelligence and the Future of Human Intelligence "A Theoretical and Applied Study on Arabic Language Students in Colleges of Kano State Nigeria

• Bello Salisu Abdullahi (Kano State College of Education and Preliminary Studies)

Room: NASHO Abdullahi, B. S. Kano State College of Education and Preliminary Studies bellosalisuabdullahi@gmail.com Track: AI, Emerging Technologies and Future Learning Artificial Intelligence and the Future of Human Intelligence “A Theoretical and Applied Study on Arabic Language Students In Colleges of Kano State, Nigeria” By: Bello Salisu Abdullahi Department of Arabic, School of Languages, Kano State College of Education and Preliminary Studies, Kano-Nigeria bellosalisuabdullahi@gmail.comEmai +2347030284077 Abstract The research aims to explore the dialectical relationship between the development of artificial intelligence technologies and the future of human intelligence, with a focus on the environment of Arabic language teaching in colleges in Kano State, Nigeria. The study addresses this topic through a theoretical framework that establishes key concepts and an applied approach that observes the actual situation of students. It also discusses the challenges arising from integrating AI into Arabic language instruction, represented by the duality of advantages and disadvantages. On the positive side, AI serves as a powerful assistive tool that helps improve students' linguistic skills, provides personalized and immediate learning environments that cater to individual differences, and facilitates access to digital dictionaries and linguistic resources, thereby enhancing students' academic achievement. On the other hand, concerning drawbacks and challenges emerge; there is a fear that excessive reliance on smart applications may lead to the atrophy of human intelligence, a decline in students’ critical and creative thinking skills, and total dependence on machines for text composition and creative writing. The study offers a balanced vision calling for the integration of AI with human intelligence as a supportive partner, not as a substitute that cancels out the student’s mind, with recommendations for the necessity of training students and faculty members on the safe and effective use of these technologies. Keywords: Artificial Intelligence, Technology, Linguistic Skill, Future Human intelligence

Accounting Education in the Era of Artificial Intelligence: Preparing Future-Ready Professionals

• Mohammed Lawal Danrimi (Umaru Musa Yar'adua University, Katsina, Nigeria)

Room: BURERA Danrimi, M. L. Umaru Musa Yar'adua University, Katsina, Nigeria lawal.danrimi@umyu.edu.ng Track: AI, Emerging Technologies and Future Learning Artificial intelligence is rapidly changing how accounting gets done, necessitating the need for accounting educators to rethink what they teach future accountants. From machine learning and robotic process automation to predictive analytics, AI tools are already embedded in financial reporting, auditing, taxation, fraud detection, and strategic planning. As these technologies take over mechanical, rule-based tasks, the accountant’s role is shifting from record-keeping toward data interpretation, professional judgment, and business advisory. This shift places real pressure on educators to update not just what they teach but how they teach it. Drawing on recent literature, therefore, this study attempts to examine what AI means for accounting education, weighing both the promises and pitfalls. Specifically, the study explores how AI can enhance learning through tailored instruction, smart tutoring, simulations, faster feedback, and data-rich classrooms. In addition, the paper also takes an honest look at the obstacles such as outdated curricula, instructors who may not feel ready to teach new technologies, ethical considerations, academic integrity risks, limited infrastructure, and resistance to change. The findings of this study have a number of implications. For educators, the findings underscore the need to embed AI literacy and data analytics across the curriculum, not as electives, but as core competencies woven into every course. For professional bodies, the study highlights the importance of updating competency frameworks and continuing professional development. For administrators, it points to strategic investment in faculty training, infrastructure, and cross-disciplinary collaboration. More broadly, this research offers a roadmap for guiding AI integration, balancing innovation with ethical responsibility and the cultivation of uniquely human skills like critical thinking. Overall, the study aims to spark conversation and action, not just about how to keep pace with change, but how to shape the future of the profession in ways that are thoughtful, inclusive, and genuinely forward-looking.

AI-Powered Language Learning Assistants for Hausa Language: Investigating the Effectiveness of AI Chatbots in Providing Personalized Learning Experiences

• Abubakar Maikudi (Federal College of Education, Abeokuta, Ogun State- Nigeria)

Room: BURERA Maikudi, A. Federal College of Education, Abeokuta, Ogun State- Nigeria maikudite10@gmail.com Track: AI, Emerging Technologies and Future Learning In order to achieve fluency faster and more interactive by providing real-time pronunciation feedback, customized vocabulary drills, and judgment-free conversation practice, AI-Powered Language Assistants could be effectively used. These tools adapt to a specific proficiency level, allowing you to learn naturally rather than relying solely on repetitive, one-size-fits-all textbooks The integration of artificial intelligence (AI) into educational frameworks has revolutionized language acquisition methodologies. This study investigates the efficacy of AI-powered chatbots in delivering personalized language learning experiences specifically for learners of the Hausa language. Utilizing a mixed-methods research design, we conducted qualitative interviews and quantitative surveys with participants who engaged with AI chatbots over a six-month period. The findings reveal that features such as personalized feedback, adaptive learning trajectories, and opportunities for conversational practice substantially enhance learner engagement, retention, and overall language proficiency. This research contributes to the growing discourse on language learning technologies and underscores the transformative potential of AI chatbots in promoting the education of minority languages. Keywords: Artificial Intelligence, Language Learning, Chatbots, Hausa Language, Educational Technology

Bridging the Digital Divide in Early Childhood Education in Nigeria: Promoting Equity, Inclusion and Access Through Technology Integration

• David Monday ONOJAH (Federal College of Education (Special), Oyo, Oyo Oyo, Nigeria)

Room: IHEMA Onojah, D. M. Federal College of Education (Special), Oyo, Oyo Oyo, Nigeria onojah.david1751@fcesoyo.edu.ng Track: Inclusion, Equity and Digital Access Below is your abstract reproduced exactly as provided, without adding, removing, or altering any word: Abstract The increasing digitization of educational systems has generated significant opportunities for enhancing teaching and learning outcomes across all levels of education. Nevertheless, disparities in access to digital technologies continue to exacerbate educational inequalities, particularly within Early Childhood Education (ECE) in developing countries such as Nigeria. This paper examines the implications of the digital divide for equity, inclusion, and access in ECE and explores the potential of technology integration as a mechanism for addressing existing educational disparities. The paper adopts a conceptual and policy-oriented approach, drawing on extant literature, national education policies, and global frameworks on digital inclusion and early childhood development. The paper identifies critical barriers to effective technology integration in Nigerian ECE settings, including inadequate digital infrastructure, limited internet connectivity, insufficient funding, low levels of teachers’ digital competence, and unequal access to digital learning resources among children from diverse socio-economic backgrounds. Particular attention is given to the experiences of children with disabilities and those residing in rural and underserved communities, who remain disproportionately affected by digital exclusion. The paper further highlights the transformative potential of educational technologies, assistive technologies, digital learning platforms, and teacher professional development programmes in promoting inclusive and equitable learning opportunities. It argues that bridging the digital divide requires coordinated investments in infrastructure, capacity building, policy implementation, and stakeholder collaboration to ensure universal access to quality early childhood education. The paper concludes that technology integration represents a strategic pathway for fostering educational equity, social inclusion, and future-ready learning environments capable of supporting the developmental needs of all children in Nigeria. Keywords: Digital Divide, Early Childhood Education, Technology Integration, Educational Inclusion and Equity and Access.

Artificial Intelligence as a Bridge: Rethinking Teacher Preparation for Digital Equity in Nigerian Higher Education.

• IBETO MICHAEL UCHENNA (NWAFOR ORIZU COLLEGE OF EDUCATION, NSUGBE, ANAMBRA STATE, NIGERIA.)

Room: BURERA Uchenna, I. M. NWAFOR ORIZU COLLEGE OF EDUCATION, NSUGBE, ANAMBRA STATE, NIGERIA. ibetomichaelu@gmail.com Track: AI, Emerging Technologies and Future Learning The rapid proliferation of Artificial Intelligence (AI) technologies presents both an unprecedented opportunity and a pressing challenge for Nigerian higher education. While AI has demonstrated transformative potential in personalizing learning, automating assessment, and supporting pedagogical innovation, its equitable deployment requires a cadre of teachers who are digitally literate, critically informed, and pedagogically adept. This paper examines the role of AI as a bridging mechanism for closing the digital divide in Nigerian teacher education, with specific attention to pre-service and in-service teacher preparation programmes in higher institutions. Drawing on a theoretical framework that integrates Technological Pedagogical Content Knowledge (TPACK) and equity-centred pedagogy, the paper argues that AI integration in teacher preparation must be reimagined beyond tool adoption to encompass critical digital citizenship, inclusive design thinking, and contextually responsive instructional practice. The study draws on existing empirical literature, policy documents, and case analyses to propose a framework for AI-enhanced teacher preparation that addresses Nigeria's infrastructural constraints, socio-economic disparities, and diverse learning needs. Recommendations are offered for curriculum reform, faculty development, and institutional policy to reposition Nigerian higher education as a future-ready ecosystem.

ARTIFICIAL INTELLIGENCE, STUDENT SUCCESS AND THE FUTURE OF HIGHER EDUCATION IN AFRICA: A CONCEPTUAL FRAMEWORK FOR BUILDING INCLUSIVE AND RESILIENT LEARNING ECOSYSTEMS.

• Jibril Muhammad Bodinga (Federal College of Education Gidan Madi, Sokoto)

Room: BURERA Bodinga, J. M. Federal College of Education Gidan Madi, Sokoto jibsonbodinga.doc@gmail.com Track: AI, Emerging Technologies and Future Learning Department of Computer Science, Federal College of Education Gidan Madi, Sokoto-Nigeria Email: jibsonbodinga@gmail.com Phone No: +234-8103240964 Co-Author: Muhammad Muhammad Bodinga Department of Fine and Applied Arts, Shehu Shagari College of Education, Sokoto–Nigeria ABSTRACT Artificial Intelligence (AI) is rapidly transforming higher education by creating new opportunities for personalized learning, student support, and data-informed institutional decision-making. In Africa, however, higher education institutions continue to face challenges such as unequal access to digital resources, limited technological infrastructure, student attrition, and concerns regarding graduate preparedness for an increasingly digital economy. These challenges underscore the need for innovative approaches capable of fostering inclusive, resilient, and future-ready learning ecosystems. This paper examines the role of artificial intelligence in promoting student success and advancing the transformation of higher education in Africa. Drawing on contemporary literature and relevant theoretical perspectives, the paper explores how AI technologies can enhance learning experiences, improve student engagement, support academic achievement, and strengthen institutional responsiveness. Particular attention is given to the potential of AI-driven systems in personalized learning, predictive student support, adaptive assessment, and educational administration. The paper further discusses key barriers to AI adoption within African higher education, including infrastructural deficits, digital inequality, ethical concerns, data privacy issues, and institutional readiness. Based on these discussions, a conceptual framework is proposed to guide the development of inclusive and resilient learning ecosystems that integrate digital infrastructure, institutional leadership, faculty capacity, student support mechanisms, and responsible AI implementation. The paper argues that the strategic and ethical integration of AI can significantly contribute to student success while supporting the long-term transformation and sustainability of higher education systems across Africa. Keywords: Artificial Intelligence, Student Success, Higher Education, Digital Transformation, Learning Ecosystems, Inclusion, Resilience, Africa.

A Correlational Study of Digital Infrastructure and Physics Learning Outcomes in Selected Higher Education Institutions in Plateau State, Nigeria

• Anko Anfi Agal (College of Education, Gindiri, Plateau State, Nigeria)

Room: KIVU Agal, A. A. College of Education, Gindiri, Plateau State, Nigeria ankoanfiagal@gmail.com Track: Inclusion, Equity and Digital Access This study will examine the relationship between digital infrastructure and physics learning outcomes in selected higher education institutions in Plateau State, Nigeria. Specifically, it will assess the availability and accessibility of digital infrastructure and determine its correlational and predictive influence on students’ learning outcomes in physics. A correlational survey research design will be adopted, targeting undergraduate physics students in selected institutions through a multistage sampling technique. A sample of 300–400 participants will be selected for the study. Data will be collected using the researcher-developed Digital Infrastructure and Physics Learning Outcomes Questionnaire (DIPLOQ). The instrument will measure digital infrastructure dimensions, including internet access, learning management systems, smart classrooms, virtual laboratories, simulation software, and digital libraries. Physics learning outcomes will be assessed through indicators such as student motivation, academic engagement, academic achievement, practical skills acquisition, and research competence. The instrument will be validated by experts, and its reliability will be established using Cronbach’s alpha coefficient, with a minimum acceptable threshold of 0.70. Data will be analyzed using mean and standard deviation to answer the research questions, Pearson Product Moment Correlation to determine relationships among variables, and multiple regression analysis to assess the predictive influence and relative contributions of digital infrastructure components to physics learning outcomes. The study is expected to provide empirical evidence on the role of digital infrastructure in enhancing physics education and inform policies and institutional practices aimed at improving learning outcomes and reducing the digital divide in higher education institutions.

A customized design system for Nigerian language collections in Libraries

• Amina Ibrahim Makintami (Yobe State University/ Academic)

Room: MUHAZI Makintami, A. I. Yobe State University/ Academic amakintami00@gmail.com Track: Inclusion, Equity and Digital Access BY AMINA IBRAHIM MAKINTAMI Yobe State University, Faculty of Education, Department of Library and Information Science. amakintami13@gmail.com/amakintami13@ysu.edu.ng Abstract Nigeria is home to over five hundred (500) indigenous languages, yet most libraries across the country lack adequate systems for organising, preserving, and providing access to these linguistic resources. Existing cataloguing and classification standards such as Library of Congress Classification (LCC), the Dewey Decimal Classification (DDC) and Universal Decimal Classification (UDC) do not sufficiently accommodate the structural and cultural complexities of Nigerian languages. As a result, indigenous language collections remain marginal, poorly indexed, and inaccessible to users. This research proposes the development of a customized design system for Nigerian language collections in libraries. Using a mixed-methods approach, the study will investigate current practices, identify gaps, and design a culturally responsive classification and management framework. The findings are expected to support improved documentation, preservation, and accessibility of Nigerian languages, strengthening national identity and contributing to long-term cultural sustainability. Keywords- Customized Design, Nigerian Language Collections and Digital Libraries.

ARTIFICIAL INTELLIGENCE ADOPTION AND ADMINISTRATIVE EFFECTIVENESS IN NIGERIAN UNIVERSITIES: IMPLICATIONS FOR EDUCATIONAL MANAGEMENT

• Ezeji Rebecca Tochukwu (Benjamin Uwajumogu State College of Education, Imo State Nigeria)

Room: RUHONDO (PhD), E. R. T. Benjamin Uwajumogu State College of Education, Imo State Nigeria betabest5656@gmail.com Track: AI, Emerging Technologies and Future Learning The increasing integration of Artificial Intelligence (AI) into higher education administration is reshaping institutional processes and creating new opportunities for enhancing administrative effectiveness. Despite the growing relevance of AI-driven technologies in university management, evidence on their adoption and influence on administrative performance in Nigerian universities remains limited. This study examines the extent to which AI adoption contributes to administrative effectiveness in Nigerian universities and explores its implications for educational management. Specifically, the study investigates the role of AI in improving decision-making, resource management, operational efficiency, service delivery, and institutional responsiveness. The study is anchored on the Technology Acceptance Model (TAM) and adopts a descriptive survey research design. The target population comprises academic and administrative managers in selected Nigerian universities, while data are proposed to be collected through a structured questionnaire and analyzed using descriptive and inferential statistical techniques. The study is expected to provide empirical evidence on the relationship between AI adoption and administrative effectiveness in higher education institutions. Furthermore, it seeks to identify critical factors influencing the successful implementation of AI technologies within university administrative systems. The findings are anticipated to contribute to policy formulation, institutional planning, and leadership practices aimed at strengthening governance and organizational performance. The study concludes that the strategic adoption of AI has the potential to transform university administration and enhance institutional effectiveness, thereby positioning Nigerian universities to meet the demands of an increasingly digital and knowledge-driven society.

ARTIFICIAL INTELLIGENCE AS A PERSONALISED LEARNING TOOL FOR DIAGNOSING AND ADDRESSING LANGUAGE LEARNING DIFFICULTIES IN HIGHER EDUCATION

• Eboh-Nzekwue Roselyn Ngozi (Federal College of Education Technical Asaba, Delta State)

Room: RUHONDO Ngozi, E. R. Federal College of Education Technical Asaba, Delta State roselynebohnzekwue@gmail.com Track: AI, Emerging Technologies and Future Learning Artificial Intelligence has increasingly transformed educational practices across the world, yet many higher institutions in Nigeria continue to experience persistent language learning difficulties among students, especially in pronunciation, grammar, vocabulary acquisition, writing competence, and oral communication skills. Conventional teaching approaches often fail to provide individualised support capable of addressing learners’ unique academic challenges. This problem motivated the present study, which examines Artificial Intelligence as a personalised learning tool for diagnosing and addressing language learning difficulties in higher education institutions in Delta State, Nigeria. The study adopted a quantitative research design anchored on Siemens’ Connectivism Theory (2005), which emphasises technology-driven learning, digital connectivity, and personalised knowledge construction within modern learning environments. The area of the study was Delta State, Nigeria, selected because of the increasing adoption of digital learning technologies in tertiary institutions within the state. The population of the study comprised 210 teachers and students drawn from selected higher institutions in Delta State. A stratified random sampling technique was employed to ensure adequate representation of both lecturers and students across the institutions. Data were collected using a structured questionnaire validated by experts in educational technology and language studies. The reliability of the instrument was established using Cronbach's alpha statistics. The mean and standard deviation were used to analyse the data and address the research questions. Findings revealed that Artificial Intelligence tools significantly improve personalised learning by diagnosing learners’ language deficiencies, providing adaptive feedback, enhancing speaking and writing skills, and increasing learner engagement and academic performance. The study also identified inadequate digital infrastructure, poor internet connectivity, and insufficient AI literacy among educators as major constraints affecting implementation. The study concludes that Artificial Intelligence has substantial potential for improving language learning outcomes in higher education. The study recommends increased investment in digital infrastructure, ongoing training for educators, and institutional policies that support the integration of Artificial Intelligence into language instruction.

Artificial Intelligence Competencies and Digital Learning Ecosystems as Determinants of Workforce Readiness for Electric Vehicle Technology in Nigerian Higher Education

• Dr Wilson Udo Udofia (Federal College of Education, Ididep, Akwa Ibom State, Nigeria)

Room: NASHO Udofia, W. U. Federal College of Education, Ididep, Akwa Ibom State, Nigeria georgekennedyresearchers@gmail.com Track: AI, Emerging Technologies and Future Learning The study examined artificial intelligence competencies and digital learning ecosystems as determinants of workforce readiness for electric vehicle technology among students in universities in South-South geopolitical zone, Nigeria. To achieve the objectives, four research questions and four hypotheses guided the study. Correlational research design was adopted for the study. The population comprised undergraduate students in Automobile Technology, Mechanical Technology and Industrial Technology Education in selected universities across the study area. Multistage sampling technique was used to select respondents from the participating universities. Data were collected using a structured questionnaire titled: Artificial Intelligence Competencies, Digital Learning Ecosystems and Workforce Readiness Questionnaire (AICDLWRQ). The instrument was face-validated by experts in Industrial Technology Education, Measurement and Evaluation, while reliability was established using Cronbach Alpha reliability method. Research questions were analyzed using mean and standard deviation, while Pearson Product Moment Correlation and multiple regression analysis were used to test the hypotheses at 0.05 level of significance. Findings are expected to reveal the level of artificial intelligence competencies possessed by students, the availability and effectiveness of digital learning ecosystems and their influence on students’ readiness for electric vehicle technology careers. The study will highlight the contribution of AI knowledge, digital learning resources, virtual simulation platforms and technology-enabled instructional environments toward developing future-ready technical graduates. The findings will provide evidence-based recommendations for universities, policymakers and industry stakeholders on measures to strengthen AI integration in technology education curricula, improve digital infrastructure, promote industry-academic collaboration and enhance students’ competencies for emerging electric vehicle technologies.

Application of Ai- enhanced learning tools in improving participation and interest in Social Studies Among Senior Secondary School Students in Edda LGA, Ebonyi State

• Ama Nkama Nnachi (Ebonyi State College of Education Ikwo, Ikwo)

Room: BURERA Nnachi, A. N. Ebonyi State College of Education Ikwo, Ikwo josephamannachi@gmail.com Track: AI, Emerging Technologies and Future Learning This study investigated the application of AI- enhanced learning tools in improving students' participation and interest in Social Studies among secondary school students in Edda LGA of Ebonyi State. Two research questions and two hypotheses guided the study. The population of the study was 450 students from which a sample of 180 students were drawn. Descriptive survey design was used for data analysis while instrument for data was a reseacher made questionnaire titled : Application of AI- enhanced learning tools in improving students' participation and interest in Social Studies (AALTISPISS). The instrument was validated by experts and tested for reliability with a CronbachAloha, a coefficient of 0.75 was obtained and it was considered reliable. Findings revealed that AI enhanced tools significantly impact on students' participation and interest in Social Studies. It was recommended that adequate provision of computers and internet services should be made available in the secondary schools for more students' engagement.

Integrating construction 4.0 competencies into NCE building Technology Programs for sustainable construction workforce Development in North-West Nigeria

• Musa Ali Jogana (FCE T Bichi)

Room: RUHONDO Jogana, M. A. FCE T Bichi malijogana@gmail.com Track: Sustainability and the Future The construction industry is experiencing rapid digital transformation through the adoption of Construction 4.0 technologies such as Building Information Modelling (BIM), Artificial Intelligence (AI), Internet of Things (IoT), Digital Twins, Robotics, Virtual Reality (VR), and Big Data Analytics. These technologies are redefining workforce requirements and creating demand for professionals equipped with advanced digital and technological competencies. However, many Technical and Vocational Education and Training (TVET) programmes in developing countries, including Nigeria, have been slow to adapt their curricula to these emerging industry requirements, resulting in a persistent digital skills gap among graduates. Studies have emphasized the growing need for construction professionals to possess both technical and digital competencies to effectively participate in technology-driven construction environments. This study investigates the integration of Construction 4.0 competencies into Nigeria Certificate in Education (NCE) Building Technology programmes as a strategy for promoting sustainable construction workforce development in North-West Nigeria. Specifically, the study seeks to identify the Construction 4.0 competencies required by the contemporary construction industry, examine existing digital skills gaps within NCE Building Technology programmes, determine factors influencing curriculum integration, explore effective integration strategies, and develop a framework for implementation.The study adopts a mixed-methods research design involving Building Technology lecturers, final-year NCE Building Technology students, curriculum experts, and construction industry professionals drawn from Colleges of Education and construction organisations within North-West Nigeria. Data will be collected using structured questionnaires and expert validation instruments. Descriptive statistics, mean ratings, standard deviation, t-test, regression analysis, and framework development procedures will be employed for data analysis.The expected outcome of the study is a validated framework that will guide the integration of Construction 4.0 competencies into NCE Building Technology curricula. The framework is anticipated to enhance digital literacy, technological adaptability, employability, and workforce readiness among graduates while strengthening the alignment between technical education and industry needs. The study contributes to curriculum innovation, digital transformation in TVET, and sustainable construction workforce development, thereby supporting Nigeria's aspirations for industrial growth, technological advancement, and sustainable infrastructure development. Keywords: Construction 4.0, Building Information Modelling (BIM), NCE Building Technology, Digital Skills, Curriculum Integration