Revolutionizing Instructional Delivery with Adaptive Learning and Artificial Intelligence

Abstract

This paper explores the transformative ability of Adaptive Learning (AL) and Artificial Intelligence (AI) in revolutionising instructional delivery with emphasis on Nigerian secondary education. The study employed a qualitative narrative review to explore the integration of Adaptive Learning (AL) and Artificial Intelligence (AI) in Nigerian secondary education, focusing on Kwara State and national trends. It analysed peer-reviewed articles, policy documents, and reports sourced from academic databases and institutional websites. It places emphasis on Nigerian education, empirical data, and policy analysis. The review highlights current usage, challenges, and future directions for AL and AI adoption. The AL and AI innovations help teachers in improving instructional planning and delivery. Despite global progress in the adoption of AL and AI, Nigeria still faces numerous challenges in implementing these technologies, including lack of appropriate infrastructure, unstable electricity supply, and poor internet connectivity. Additionally, lack of digital literacy among teachers, resistance to technology, and a rigid curriculum hinder effective adoption. Sociodemographic factors also influence teachers’ readiness to embrace AL and AI. While programs like Kwara LEARN and national AI training initiatives show promise, issues related to data privacy, algorithmic bias, and digital inequity must be addressed. The study highlights the need for strategic investments in the area of these challenges to harness the full potential of AL and AI. By examining both the roles and benefits, this paper contributes to the ongoing discourse on how educational technologies can enhance learning outcomes and bridge the gaps in developing contexts. A comprehensive, multi-stakeholder approach is recommended