Integration of Artificial Intelligence into Nigeria’s Education System: Pathways toward Epistemic Decolonisation

Abstract

This study examined the integration of Artificial Intelligence (AI) into Nigeria’s education system as a strategic pathway for advancing the decolonisation of knowledge, curriculum, and pedagical practices. Drawing on decolonial theory, postcolonial pedagogy, and epistemic justice frameworks, the paper critically analysed the historical foundations of Nigeria’s education system, highlighting its enduring colonial structures, Eurocentric curriculum orientation, and marginalisation of indigenous knowledge systems. The study conceptualised AI integration as an innovative mechanism capable of facilitating culturally responsive education, indigenous knowledge documentation, language preservation, and personalised learning experiences. Using a conceptual and analytical research design, the study proposed a structural model in which AI integration influences educational decolonisation, moderated by policy frameworks and institutional readiness. The findings suggest that while AI holds transformative potential for reducing epistemic dependency and fostering contextualised learning, its effectiveness depends significantly on supportive policies, infrastructure development, teacher capacity building, and ethical governance frameworks. The study concludes that AI can serve as a catalyst for educational transformation in Nigeria if strategically implemented within a decolonial and equity-driven policy agenda.