REVOLUTIONIZING SCIENCE EDUCATION IN NIGERIA: THE ROLE OF ARTIFICIAL INTELLIGENCE IN ENHANCING CLASSROOM PEDAGOGY IN SCIENCE EDUCATION

Abstract

Science education in Nigeria continues to struggle with problems emanating from outdated pedagogical practices, inadequate instructional resources, and limited alignment with emerging technologies. These have constrained student engagement and meaningful learning outcomes in most science classrooms. This position paper argues that Artificial Intelligence (AI) presents opportunities for improving classroom pedagogies in science education. The paper discusses some key AI applications relevant to Nigerian science classrooms, including adaptive learning platforms, intelligent tutoring systems, automated assessment tools, and virtual laboratories. Evidence is increasingly showing that these tools can support personalized learning, timely feedback, and inquiry-based instruction when used in complementing teachers rather than replacing them. The paper also examines contextual barriers to AI adoption in Nigeria, including infrastructure deficits, teacher preparedness, policy gaps, and ethical concerns. It is argued that strategic and phased integration of AI, supported by government investment, teacher capacity building, and curriculum reform, can reposition science education in Nigeria. Appropriately implemented, AI-supported pedagogies have the potential to enhance equity, improve instructional quality, and better prepare learners for participation in a knowledge-driven global society.