In the report, experts say universities need to prioritize critical thinking and ethics alongside technical skills. They argue that with improved teacher training and digital literacy, AI can enhance learning without compromising student creativity and originality, and that, if properly guided, it has the potential to support deeper thinking rather than weaken Nigeria’s educational outcomes. Written by Funmi Ogundare
The rapid rise of artificial intelligence is reshaping industries, economies, and education systems around the world. But in Nigeria, the growing interest in technology has taken on a unique dimension. Beyond its promise to transform learning and productivity, there are growing concerns that students’ enthusiasm for AI is shifting from the pursuit of knowledge to the lure of immediate financial gain.
AI has become a much-discussed topic across secondary schools and universities. However, many students are increasingly drawn to ways to make a quick buck using technology, rather than focusing on its potential to deepen knowledge, stimulate creativity, and support innovation.
Social media platforms are buzzing with tutorials and online courses that offer easy access to wealth through AI-powered tools. From automated content creation and trading bots to freelancing shortcuts, these platforms present AI as a gateway to financial success. While these innovations may offer legitimate economic opportunities, experts warn that a growing obsession with quick profits could gradually undermine students’ commitment to deep learning, skill development, and long-term career growth.
This change in mindset raises serious questions about the future direction of Nigeria’s education system and the values being cultivated among young learners.
During the 2025 International Week at the University of Lagos, the Vice-Chancellor, Professor Folasade Ogunsola, highlighted the transformative potential of AI, while warning that the technology needs to be approached strategically.
According to her, artificial intelligence is no longer a futuristic concept but a current reality shaping economies and societies around the world. For Africa, he said, AI presents an opportunity to overcome long-standing developmental limitations and reimagine sectors such as education, healthcare, governance and industry.
Mr. Ogunsola reiterated that universities must do more than just teach technical skills. Instead, we must equip students with the competencies essential to an increasingly AI-driven world, such as critical thinking, adaptability, and ethical reasoning.
Some industry watchers share similar concerns about how students are currently engaging with AI tools. They believe that with the right reforms, AI can be a powerful ally that strengthens rather than weakens Nigeria’s education system, adding that targeted reforms such as teacher training programs and digital literacy initiatives will enable educators to effectively utilize AI in the classroom.
Dele Tejuosho, a technology expert and founder of WiFi Combat Academy, expressed concern about the growing tendency among some students to rely on AI as a shortcut to achieving results rather than as a learning tool.
She observed that automated assignment completion, essay generation, and test answering algorithms were gradually fostering a fast-win mindset among students that prioritized results over true understanding.
She says this trend may inadvertently reinforce the perception that success is measured by results rather than the process of acquiring knowledge and building capabilities.
When asked if the Nigerian education system is prepared to manage the impact of AI in the classroom, especially to prevent its misuse as an academic shortcut, Tejuosho said the system is currently facing significant challenges.
“Nigeria’s current education system faces significant challenges in managing the impact of AI. Traditional curricula, limited teacher training on emerging technologies, and inadequate digital infrastructure hinder effective AI integration,” she explained. “As a result, schools may struggle to distinguish between legitimate AI-assisted learning and misuse aimed at shortcuts to academic achievement. Without proactive measures, students could misuse AI tools to cheat, undermining educational standards and devaluing formal learning.”
Despite these concerns, Tejuosho believes that with the right reforms, AI can be a powerful ally that strengthens Nigeria’s education system rather than weakening it.
He noted that targeted reforms, such as teacher training programs and digital literacy initiatives, will enable educators to effectively use AI in the classroom.
“By promoting critical thinking, problem-solving, and ethical digital practices, schools can ensure that AI supports rather than circumvents education,” Tejuosho said.
Tejuosho also called on the government to take proactive steps, including establishing clear policies on the ethical use of AI in education, investing in digital infrastructure, and expanding teacher training nationwide.
Tejuosho said, “The Federal Ministry of Education could collaborate with technology hubs across the country to deliver teacher upskilling programs across the country that focus on AI tools and their responsible use in teaching and learning.”
Beyond policy reform, Tejuosho also emphasized the role of school administrators in guiding students toward responsible AI use. He called on educational institutions to develop clear guidelines on how and when AI tools can be used in academic work, and to provide ongoing training for teachers on incorporating AI tools into classroom instruction.
Tejuosho also called for monitoring mechanisms to help schools detect and prevent misuse of AI for academic shortcuts.
Dr. Akindele Omotosho, a Lecturer in the Department of Mass Communication at the Yaba University of Technology (YABATECH), called on educators to develop strong AI capabilities so that they can properly guide students on the ethical and productive use of AI.
Omotosho reiterated the growing influence of AI on students’ study habits, warning that over-reliance on technology is gradually weakening the intellectual engagement of many students. He said AI tools have become central to many learners’ academic activities, and they now rely heavily on them to support their thinking, analysis, and conclusions.
“That’s pretty much it for them. They can’t do anything intelligent without using AI to help them, advise them and make decisions,” he said.
Ohonjo also noted the increasing use of AI among students, with many young people increasingly driven by the desire to achieve financial success quickly, and said this trend is impacting their approach to education and learning.
Asked if Nigeria’s school curriculum is adequately equipped to teach students the responsible and productive use of AI technology, the lecturer said the education system still needs more work. He emphasized the need for deliberate efforts to train educators to effectively guide students in successfully navigating emerging technologies.
Mr. Ohonjo also emphasized the importance of improving access to technology, ensuring internet affordability, and creating learning environments to support effective digital learning in schools.
As for how educators can balance the opportunities offered by AI with the need to maintain students’ critical thinking, creativity, and academic integrity, he advised teachers to educate themselves about the technology first.
He said educators who understand AI tools are in a better position to guide students on their ethical use, rather than banning them altogether.
He argued that with proper guidance, AI can serve as a valuable tool to support learning without compromising students’ originality, creativity, and critical thinking.
Mr Timothy Osathammen Vincent, a Higher National Diploma (HND I) student in the Department of Journalism and Media Studies at YABATECH, expressed concern about the growing reliance on AI among students, saying it could undermine critical thinking and real learning.
He noted that while technology has made it easier for students to access information quickly and complete assignments faster, over-reliance on such tools can inhibit deep intellectual engagement. According to him, many students are starting to see AI primarily as a route to rapid economic opportunity, rather than as a support for academic development.
He further said that the Nigerian school curriculum has not yet fully adapted to the reality of AI-driven learning.
Mr. Vincent emphasized the need for education reforms that incorporate structured AI education, strengthen digital literacy programs, and provide teachers with the skills to guide students in the responsible and productive use of technology.
To ensure a balanced approach, educators need to design learning strategies that encourage originality and analytical thinking, he said.
“Such measures should include clearly defined rules regarding creative assignments, classroom discussions, and academic honesty,” he said, adding that these measures will help position AI as a complementary learning tool rather than a substitute for students’ own ideas and intellectual efforts.
He argued that with the right policies and pedagogy, AI can play an active role in improving learning outcomes while maintaining core values of critical thinking and academic excellence.
