Guiding AI Use to Protect Quality Learning

In this report, experts say that universities must prioritise critical thinking and ethics alongside technical skills. With better teacher training and digital literacy, they argue that AI can strengthen learning without harming students’ creativity or originality and that when properly guided, it has the potential to support deeper thinking rather than weaken educational outcomes in Nigeria. Funmi Ogundare writes

The rapid rise of artificial intelligence is reshaping industries, economies and education systems across the world. In Nigeria, however, the growing fascination with the technology is assuming a unique dimension. Beyond its promise to transform learning and productivity, there are growing concerns that students’ enthusiasm for AI may be shifting attention away from the pursuit of knowledge toward the lure of quick financial gains.

Across secondary schools and universities, AI has become a popular subject of discussion. Yet, rather than focusing on its potential to deepen knowledge, stimulate creativity or support innovation, many students are increasingly drawn to how the technology can be used to make money quickly.

On social media platforms, tutorials and online courses promising easy wealth through AI-powered tools are gaining traction. From automated content creation and trading bots to freelancing shortcuts, these platforms present AI as a gateway to fast financial success. While these innovations can offer legitimate economic opportunities, experts warn that the growing obsession with quick returns could gradually erode students’ commitment to deep learning, skill development and long-term career growth.

This shift in mindset has raised critical questions about the future direction of Nigeria’s education system and the values being cultivated among young learners.

During the 2025 International Week of the University of Lagos, the Vice-Chancellor, Prof. Folasade Ogunsola, underscored the transformative potential of AI, while cautioning that the technology must be approached strategically.

According to her, Artificial Intelligence is no longer a futuristic concept but a present-day reality shaping economies and societies around the world. For Africa, she noted that AI represents an opportunity to overcome longstanding developmental limitations and reimagine sectors such as education, healthcare, governance and industry.

Ogunsola restated that universities must go beyond teaching only technical skills. Instead, they must equip students with critical thinking, adaptability, and ethical reasoning, competencies that will remain essential in an increasingly AI-driven world.

Some industry watchers share similar concerns about how students are currently engaging with AI tools. They believe that with the right reforms, AI can become a powerful ally in strengthening Nigeria’s education system rather than weakening it, adding that targeted reforms, such as teacher training programmes and digital literacy initiatives, would enable educators to harness AI effectively in the classroom.

Founder of WiFi Combat Academy and technology expert, Dele Tejuosho, expressed concern about the growing tendency among some students to rely on AI as a shortcut to achieve results rather than as a tool for learning.

She observed that automated assignment completion, essay generation, and exam-solving algorithms are gradually encouraging a quick-win mentality among students, in which outcomes are prioritised over genuine understanding.

According to her, this trend may inadvertently reinforce the perception that success is measured by results rather than by the process of acquiring knowledge and building competencies.

Asked whether Nigeria’s education system is prepared to manage the influence of AI in classrooms, particularly in preventing its misuse for academic shortcuts, Tejuosho said the system currently faces significant challenges.

“Nigeria’s current education system faces significant challenges in managing AI’s influence. Traditional curricula, limited teacher training in emerging technologies, and insufficient digital infrastructure hinder effective AI integration,” she explained. “As a result, schools may struggle to differentiate between legitimate AI-assisted learning and misuse aimed at academic shortcuts. Without proactive measures, students may exploit AI tools for cheating, undermining educational standards and reducing the value of formal learning.”

Despite these concerns, Tejuosho believes that with the right reforms, AI can become a powerful ally in strengthening Nigeria’s education system rather than weakening it.

She noted that targeted reforms, such as teacher training programmes and digital literacy initiatives, would enable educators to harness AI effectively in the classroom.

“By fostering critical thinking, problem-solving and ethical digital practices, schools can ensure that AI supports education rather than bypasses it,” Tejuosho said.

Tejuosho further urged the government to take proactive steps by establishing clear policies on the ethical use of AI in education, investing in digital infrastructure, and expanding teacher training nationwide.

Tejuosho noted the “Federal Ministry of Education could collaborate with technology hubs across the country to deliver nationwide teacher upskilling programmes focused on AI tools and their responsible use in teaching and learning”.

Beyond policy reforms, Tejuosho also stressed the role of school administrators in guiding students toward responsible AI use. She urged institutions to develop clear guidelines on when and how AI tools can be used in academic work, and to provide ongoing training for teachers on integrating the technology into classroom instruction.

Tejuosho also called for monitoring mechanisms that would help schools detect and prevent the misuse of AI for academic shortcuts.

A lecturer in the Department of Mass Communication at Yaba College of Technology (YABATECH), Dr Akindele Omotosho, called on educators to develop strong competence in AI to properly guide students in its ethical and productive use.

Omotosho restated that AI’s growing influence on students’ learning habits, warning that excessive dependence on the technology is gradually weakening intellectual engagement among many students. According to him, AI tools have become central to the academic activities of many learners, who now rely heavily on them to support thinking, analysis, and conclusions.

“It’s pretty much everything to them. They can’t do anything intellectual without using AI to assist, advise and conclude for them,” he said.

Omotosho noted that the growing use of AI among students is also occurring at a time when many young people are increasingly driven by the desire for quick financial success, a trend he said is influencing their approach to education and learning.

Asked whether the Nigerian school curriculum is adequately prepared to guide students in the responsible and productive use of AI technologies, the lecturer said the education system still needs to do more. He stressed the need for deliberate efforts to train educators to effectively guide students in navigating emerging technologies.

Omotosho also stressed the importance of improving access to technology, ensuring internet affordability and creating a conducive learning environment to support effective digital learning in schools.

On how educators can balance the opportunities AI provides with the need to maintain students’ critical thinking, creativity, and academic integrity, he advised teachers to first become knowledgeable about the technology themselves.

According to him, educators who understand AI tools will be better positioned to guide students on their ethical use rather than banning them outright.

He maintained that, with proper guidance, AI can serve as a valuable tool to support learning without undermining students’ originality, creativity, and critical thinking.

Timothy Osatohanmen Vincent, a Higher National Diploma (HND I) student in the Department of Journalism and Media Studies at YABATECH, expressed concern about the growing dependence on AI among students, saying it could undermine critical thinking and genuine learning.

He noted that while the technology has made it easier for students to access information quickly and complete assignments faster, excessive reliance on such tools may discourage deep intellectual engagement. According to him, many students are beginning to view AI primarily as a pathway to quick financial opportunities rather than as a support for academic development.

He further observed that the Nigerian school curriculum is yet to fully adapt to the realities of AI-driven learning.

Vincent stressed the need for educational reforms that incorporate structured AI education, strengthen digital literacy programmes, and equip teachers with the skills to guide students in the responsible and productive use of technology.

To ensure a balanced approach, he said educators need to design learning strategies that promote originality and analytical thinking.

“Such measures should include creative assignments, classroom discussions, and clearly defined rules on academic integrity,” he stated, adding that these steps would help position AI as a complementary learning tool rather than a substitute for students’ own ideas and intellectual effort.

He maintained that with the right policies and teaching methods, AI can play a positive role in improving learning outcomes while preserving the core values of critical thinking and academic excellence.