By Olugbenga Oyeniran
Something new is stirring in Nigeria’s classrooms. Chalkboards are giving way to glowing screens, and the dusty lessons of yesterday are meeting the bright possibilities of technology. The Federal Government’s rollout of interactive smart boards and digital tools in public schools marks an ambitious attempt to reimagine education for a new generation of learners.
It is a welcome move. For too long, Nigerian classrooms have been trapped in the rhythm of repetition—teachers speaking, students listening, and little room for exploration. The digitalisation initiative led by the Universal Basic Education Commission (UBEC) offers a chance to break that pattern by introducing interactive learning, creativity, and collaboration into the heart of public education.
More than a thousand smart boards are being distributed nationwide, alongside “talking computers” for learners with visual impairments and desktop systems for “Second-Chance Schools” that give out-of-school children another opportunity to learn. On paper, this looks like a revolution. But in reality, its success will depend less on the equipment itself and more on the systems, people, and attitudes that surround it.
The Promise of Digital Learning
Technology, when thoughtfully used, has the power to democratize education. It can make complex ideas accessible, connect rural classrooms to global knowledge, and turn learning into an experience rather than a routine. Smart boards, tablets, and digital platforms can help teachers move beyond rote learning toward lessons that engage multiple senses and ignite curiosity.
Nigeria’s youthful population—creative, adaptive, and already digitally inclined—stands to benefit enormously. For many children in public schools, this may be their first direct encounter with technology as a tool for thinking, not just entertainment. That in itself is transformative.
The Hidden Challenge
Yet, the glitter of new devices can distract from the deeper work required. Many schools still
struggle with erratic electricity, poor connectivity, and overcrowded classrooms. Without consistent power, reliable internet, or technical support, even the most advanced smart board can become a useless screen gathering dust.
Then there is the human factor. Teachers are at the heart of this transformation. If they are not
properly trained, motivated, and supported, technology will add complexity without improving learning. What Nigeria needs is not just digital hardware but digital pedagogy—teachers whocan integrate technology meaningfully into lessons, who see themselves as facilitators rather than mere transmitters of information.
Beyond Distribution, Toward Sustainability
This is where policy must evolve. A one-time distribution of smart boards is not enough. Schools will need maintenance budgets, local technicians, and partnerships with private and community organisations to keep the systems functional. Curriculum developers must create digital content that aligns with national learning goals while reflecting Nigerian realities.
Data systems like NEDI and NERD, recently introduced to improve educational planning, could help track the impact of these innovations—if they are properly funded and managed. With
reliable data, Nigeria can finally move toward evidence-based policymaking rather than reactive spending.
A Call for Digital Equity
The digital classroom must not become another symbol of inequality. It would be a tragedy if
only urban or elite schools benefit while rural schools remain untouched. The success of this
initiative will be measured not by how many smart boards are installed, but by how many
children, from every region and social background, gain real access to quality digital learning.
Digital equity should therefore become a national goal. The same urgency that drives road construction or electoral reform must be applied to ensuring every Nigerian child can learn in a connected world.
Reimagining the Future of Learning
Nigeria’s digital turn in education is not simply about technology—it is about imagination. It is about whether we believe that every child, regardless of birthplace or background, deserves a classroom that inspires curiosity and confidence. It is about preparing young Nigerians not just to take jobs but to create them, not just to follow trends but to set them.
If we treat this digitalisation agenda as a long-term investment rather than a short-term project, it could change the story of public education in Nigeria. But if we mistake devices for development, we risk repeating the familiar cycle of promise and disappointment.
Technology will not fix education by itself. But education that embraces technology—with wisdom, equity, and purpose—can help fix Nigeria
