Artificial intelligence integration in Nigerian colleges of education: a descriptive document analysis of policy and curricular alignment

Abstract

The integration of Artificial Intelligence (AI) in Nigerian education is driven by ambitious national policies, yet its implementation at the foundational teacher-training level remains obscure. This study adopted a descriptive document analysis design to evaluate the integration of AI into Nigerian Colleges of Education. The study specifically analyzed the National Artificial Intelligence Strategy (NAIS) and the Nigeria Certificate in Education (NCCE) Minimum Standards to identify prospects, challenges, and policy alignment. Anchored on the AI-Technological Pedagogical Content Knowledge (AI-TPACK) framework, a Document Analysis Protocol was used to extract and categorize textual data. The findings reveal a profound policy-curriculum misalignment. While the NAIS outlines robust macro-level prospects such as the 3 Million Technical Talent initiative and AI Centres of Excellence, the NCCE Minimum Standards remain anchored in 2012-era basic ICT, mandating analog technologies like video cassettes and overhead projectors. The study concludes that without an urgent revision of the NCCE curriculum to include AI-TPACK, Nigeria’s vision of becoming a global AI leader will remain unachievable at the basic education level. The paper recommends an immediate overhaul of the EDU 212 curriculum and targeted infrastructure interventions for teacher-training institutions.