Education stakeholders say textbook shortages under Nigeria’s new national curriculum are pushing teachers to rely more on AI for instructional materials, research, and lesson preparation.

The stakeholders disclosed this in separate interviews in Abuja on Wednesday. They said AI was increasingly providing teachers with alternative sources of information to bridge gaps in instructional materials and support effective lesson preparation.

Muazu Mohammed, the headteacher of Zinaria International School, said AI had become an important resource for teachers struggling to obtain textbooks aligned with the new curriculum.

Mr Mohammed explained that the transition from the old curriculum had created gaps in the availability of relevant learning materials, compelling teachers to explore alternative sources of information.

He said the situation was particularly noticeable in some newly introduced subjects, where appropriate textbooks were not yet readily available.

“With this curriculum coming in, there are a lot of subjects for which textbooks are not available, such as Digital Literacy, Coding, Fashion Design, among others. So, AI is really supporting teachers in getting the information they want,” he said.

Mr Mohammed, who taught Geography at the Senior Secondary School 1 level, said he had been unable to obtain a textbook that adequately aligned with the newly introduced curriculum.

He explained that AI had helped him access relevant information, conduct research and prepare lesson plans before going into the classroom. According to him, although textbooks remain essential instructional materials, AI is increasingly assisting teachers in areas where relevant educational resources are unavailable.

Charles Umekwe, the proprietor of High Grade International School, described AI as a supportive tool that can improve teaching, research, and administrative efficiency.

Mr Umekwe, however, cautioned against allowing the technology to replace teachers’ professional responsibilities, stressing that human intelligence, experience and classroom engagement remained indispensable to effective education.

“AI cannot take the place of the human brain because AI does not know what you want until you say what you want,” stated Mr Umekwe. “It is a tool that can assist you to do more; it is not you yourself.”

He restated that teachers must ensure information generated through AI aligns with the Nigerian curriculum, approved scheme of work, pupils’ ages, and their respective learning environments.

According to him, inappropriate instructions could produce information designed for foreign educational systems and environments that might not suit Nigerian pupils.

Mr Umekwe therefore called for adequate teacher training, particularly in nursery and primary schools, to help them understand and maximise the benefits of AI in teaching and learning.

He warned that excessive dependence on the technology could undermine independent thinking, research skills and the ability of teachers and learners to solve problems without technological assistance.

“Sometimes we are now allowing AI to think for us. AI is not a human being. Relying on AI for everything without your personal knowledge and input can affect human thinking and reasoning,” he said.

He identified inaccurate information, poor internet connectivity and the misuse of AI during examinations and academic research as some of its challenges.

Despite the concerns, Mr Umekwe maintained that AI’s benefits outweigh its disadvantages, particularly in saving time, improving research, and simplifying lesson preparation.

He said the technology should be encouraged in the education sector, provided teachers retained control over instructional content and applied their professional judgement in its use.

(NAN)