Peer-reviewed article
Integrating Artificial Intelligence into Early Childhood Education in Nigeria: A Critical Inquiry into Pedagogical Opportunities, Systemic Challenges and Policy Imperatives
Onyung Sandra Effiong, Orji Cyrus Ebere, Agu Mercy Oluchi, Ugwu John-Jerry Tochukwu, Ajagu Kingsley Onyeka ·
Summary
Written by AI, not yet AICS's view · claude-sonnet-5-5This peer-reviewed paper examines how artificial intelligence could be used in early childhood education in Nigeria. It looks at teaching opportunities, system-wide challenges and policy needs. The authors review published research, policy documents and empirical studies from 2015 to 2026. They use a critical analytical approach based on constructivist theory, critical rationalism and African humanism. The abstract says Nigeria's early childhood education sector has received little study on this topic.
Key points
- AI is described as having demonstrated potential to improve foundational literacy, numeracy and personalised learning.
- Nigerian early childhood education faces barriers including inadequate infrastructure and low teacher preparedness.
- Ethical concerns are listed as a barrier to AI integration.
- Comprehensive policy frameworks for AI in early childhood education are absent.
- The study states that Nigeria's early childhood education sector is critically underexplored in this area.
Limitations
Only the abstract is available, so specific findings, data and recommendations cannot be assessed. The study is a literature and policy synthesis and does not test an AI intervention with children.
Abstract
Introduction: The integration of Artificial Intelligence (AI) into Early Childhood Education (ECE) represents a transformative paradigm shift globally, yet Nigeria's ECE sector remains critically underexplored in this domain. Problem: Despite AI's demonstrated potential to enhance foundational literacy, numeracy, and personalized learning, Nigerian ECE faces systemic barriers including inadequate infrastructure, low teacher preparedness, ethical concerns, and the absence of comprehensive policy frameworks. Significance: This inquiry critically examines the pedagogical opportunities, systemic challenges, and policy imperatives for AI integration in Nigerian ECE, addressing a significant gap in empirical and theoretical literature. Method: Adopting a critical analytical methodology grounded in constructivist theory, critical rationalism, and African humanism, this study synthesizes peer-reviewed literature, policy documents, and empirical studies published between 2015 and 2026, drawing extensively from verified Nigerian-focused research.