A scholar at the University of Ibadan (UI), Dr. Tolulope Victoria Gbadamosi, has called for greater investment in digital infrastructure, restructuring of teacher education programmes, and enhanced collaboration among stakeholders to reposition Nigeria’s education system in line with 21st-century realities.
Dr. Gbadamosi, of the Department of Arts and Social Sciences Education, made the call while delivering the Faculty of Education lecture at the University of Ibadan. Her lecture was titled, “Re-imagining Education in Nigeria – Social Learning and Experiential Approaches to Addressing 21st Century Disruption.”
She noted that rapid advancements in Artificial Intelligence (AI) are reshaping education globally, stressing that AI is not only automating tasks but also revolutionising data analysis and decision-making processes, which are in turn altering employment patterns and institutional strategies.
Gbadamosi stressed the importance of collaboration between the public and private sectors in driving meaningful change in Nigeria’s education system.
“In education, disruption refers to significant interruptions that challenge traditional systems and practices, often forcing rapid adaptation,” she said. “The COVID-19 pandemic is a clear example. It caused massive school closures and led to a rushed transition to remote learning, which exposed the inadequacies of Nigeria’s digital infrastructure and the inequalities in access to technology.”
Dr. Gbadamosi emphasised that understanding disruption is vital for any system aiming to survive and evolve in a rapidly changing world. To this end, she proposed a coordinated, multi-stakeholder approach to reform Nigeria’s educational sector, particularly at the higher education level.
She urged governments and school authorities to prioritise investment in digital infrastructure, effective monitoring, and adequate funding. According to her, teacher education should be restructured to include training on both modern challenges and enduring societal values.
“By merging learning with service, we can create transformative and hands-on experiences that empower students to tackle real-world challenges,” she said. “Integrating social learning and experiential approaches will help re-imagining teaching and make education relevant in the 21st century.”
