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The Nexus Between Artificial Intelligence and STEM Education Transformation in Nigeria

Author

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  • Maureen Chineta Okoye

    (Faculty of Education, Southwest University chongqing China)

  • David Anim Mante

    (Faculty of Education, Southwest University chongqing China)

Abstract

Integrating artificial intelligence (AI) into STEM education can revolutionize educational practices and outcomes, particularly in regions facing significant challenges, such as Nigeria. This paper presents a systematic review of the impact of AI on STEM education in Nigeria from 2010 to 2022, addressing the scarcity of expertise and resources that have historically hindered educational progress in the country. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines, a comprehensive search across databases like Scopus and Web of Science was conducted, identifying 37 relevant empirical and opinion articles that met the study’s inclusion criteria. The findings reveal that AI has enhanced students’ learning capabilities by facilitating personalized and adaptive learning experiences, allowing tailored instruction that meets individual needs. Moreover, AI has bridged accessibility gaps, enabling collaborative learning among geographically dispersed students and providing support for diverse learning needs, including those of students with disabilities. Despite these advancements, the adoption of AI in Nigerian STEM education is still in its nascent stages, facing challenges such as inadequate infrastructure, limited funding, and a shortage of skilled educators. This study underscores the transformative potential of AI in reshaping Nigeria’s educational landscape and calls for strategic investments to realize its benefits fully.

Suggested Citation

  • Maureen Chineta Okoye & David Anim Mante, 2024. "The Nexus Between Artificial Intelligence and STEM Education Transformation in Nigeria," International Journal of Research and Innovation in Social Science, International Journal of Research and Innovation in Social Science (IJRISS), vol. 8(3s), pages 3793-3809, August.
    • Handle: RePEc:bcp:journl:v:8:y:2024:i:3s:p:3793-3809
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    References listed on IDEAS

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    1. Brian R. Belland & D. Mark Weiss & Nam Ju Kim, 2020. "High school students’ agentic responses to modeling during problem-based learning," The Journal of Educational Research, Taylor & Francis Journals, vol. 113(5), pages 374-383, October.
    2. Colombo, Massimo G. & Piva, Evila, 2020. "Start-ups launched by recent STEM university graduates: The impact of university education on entrepreneurial entry," Research Policy, Elsevier, vol. 49(6).
    3. David Moher & Alessandro Liberati & Jennifer Tetzlaff & Douglas G Altman & The PRISMA Group, 2009. "Preferred Reporting Items for Systematic Reviews and Meta-Analyses: The PRISMA Statement," PLOS Medicine, Public Library of Science, vol. 6(7), pages 1-6, July.
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