By: Faruq Oluwatosin Alli

Abstract
The prospects of Artificial Intelligence to improve educational system are vast with concomitant benefits for the availability and accessibility of all kind of implementaion. This level of intelligence of machines is made possible by machine learning algorithms that provide intelligent analysis of massive data. Artificial intelligence (AI) has already begun to have a significant impact on the field of legal education system and it is likely to continue to do so in the future. Legal education systems are using Artificial Intelligence (AI) to analyse large amounts of data to help students academic performance. The gains of AI also support teachers with predictions on issues including sentence duration and academic scores. The extension of human intelligence through the use of computers in the time past physical power was extended through the use of machinery tools. In a restricted sense, the study of techniques to use computers more effectively by improves programming techniques. For academics, information technologies (IT) and artificial intelligence (AI) offer new opportunities, but they also entail major new challenges. The most important challenge is the way decisions are taken and by whom, is mainly determined by two factors: academic freedom and subject delivery. Teachers are geared toward academic freedom. In light of these observations, teachers should carefully evaluate AI tools for safety, privacy, and age-appropriateness before adopting them. Using AI thoughtfully as a complement to not a replacement for unbiased scouring. The unbiased law teachers must remain the heart of the system for sustainable development. In conclusion, the current level of over dependence on manual system and physical presentation are also a major challenge. Implementation of intelligent software and use of appropriate technology can improve teaching and learning, speed up the work and reduce the burden on the teaching staff.

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By: Dr. Onah Peter Ogbaji
Ukeh David Undiukeye
Neji, Glory Ngon

Abstract
The focal point of the study is on security in Nigeria, security is pertinent for the socio-economic development and sustainability of any nation. Currently, militancy, Boko Haram crisis, Fulani, herdsmen, cow herders, local formers‘ clashes, and the heightening wave of kidnapping sums up the current state of security in Nigeria. Poor data management techniques on the part of government agencies have stalled various government efforts targeted towards, changing the status. Leaked strategies, poor speed of data gathering and processing have been prevalent as shown by several failed or near-miss intervention missions. This paper present and discusses the potential role of AI technology, (machine learning, big data, deep learning, and others as an efficient tool for detecting, preventing and curbing insecurities in Nigeria. Artificial intelligence (AI) tools have shown increasing promise concerning information gathering and analysis. AI can optimize time and source leakage of laid down strategies. The conflict theory of society by Karl Marx was adopted for this paper.

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By Madu, Kenneth

Abstract
This study aims to explore the students‘ awareness and utilization of Cicero‘s educational theory in the use of digital tools in Awka education zone of Anambra state. The study adopted a descriptive survey research design. Two research questions were formulated. The population of the study consisted of 4359 SSSII students, with a sample of 872. Data was collected using researcher-developed questionnaire titled: ―Extent of Students‘ Awareness and Application Questionnaire‖ (ESAAQ). The instrument was validated by experts. The internal reliability co-efficient values of 0.71 and 0.70 were calculated using Cronbach Alpha statistics. The data collected were analyzed using mean ( ̅) and Standard deviation (SD). The results revealed their awareness of Cicero‘s theory of prudence and application of Cicero‘s theory of courage were to high extent (HE) as students make use of digital tools in secondary schools in Awka Education Zone. Finally, recommendations were made. Among others is that government should incorporate Cicero‘s moral education into secondary school curriculum and be made a pragmatic pedagogy, especially in Awka education zone.

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By Alli Iyabode Fatima, PhD

Abstract
The meteoric rise of artificial intelligence (AI) has sent shockwaves through society on both economic and cultural levels. Seemingly poised to become as ubiquitous as email, this rapidly evolving technology is transforming many aspects of teaching nag learning. Due to its growing significance, the writer has research on AI technologies to offer personalized learning guidance and support for individual students in a variety of courses, including engineering, computer science, science education, informatics and philosophy of education and many more. AI technologies have evolved thus far as the writer addressed the promise and challenges they present. The writer maintained that artificial intelligent systems can achieve tasks that are universally associated with human reasoning such as interpreting speech, playing games and identifying patterns. They typically learn how to do so by processing massive amounts of data, looking for patterns to model in their own decision-making. In many cases, this work observed that human beings are always in charge of AI‘s learning process, reinforcing good decisions and discouraging bad ones. Thus the Ministry of Education has proposed the inclusion of robotics and artificial intelligence in post basic and secondary education curricula in the academic system to help in standardizing some of the teaching and learning processes aimed at aligning students to 21st century technological advancement so as to improve the educational standards of students which is in line with UNESCO framework. This work also states that when incorporating artificial intelligence (AI) into Basic Science Education and curriculum development, despite the numerous advantages it offers, ethical issues should be considered. The work also maintained that when implementing AI-powered assessment systems, it is imperative to take into account the fundamental principles of privacy, fairness, transparency, and accountability. In Conclusion, there is need to make commitment towards making sure that artificial intelligence technologies is critically looks into before its utilisation on Basic Science Education and curriculum development in Nigerian schools

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By: Dr. Okere, Joseph Ejimogu
Dr. Olaka, Gwegweson Ngoronwi
Dr. Ifediatu, Ngozi Mercy

Abstract
The paper examined the impact of digital technology in education on students‘ acquisition of employable skills in AIFUE, Owerri, Imo State. The study design was the descriptive survey. This design was adopted because it enabled the researchers to elicit data from the respondents.The population of the study consisted 4125undergraduate students at the Alvan Ikoku Federal University of Education, (AIFUE), Owerri who are on full time programmesexcluding the new intakes. The sample size of the study was 250 students who were purposively selected.Researchers made instrument tagged Questionnaire on Employable Skills and Human Capital among Students (QESHCS) was used to collect data for the study. Data generated from the study were analyzed using mean and standard deviation. Findings of the study revealed that students can acquiredigital (employable) skills in education such as digital literacy, data analysis, and cybersecurity skills. It also showed that these skills can positively impact on human capital development in such areas like; improved job opportunities, marketing, and career advancements. On the basis of the above findings, the paper concluded that digital technologies should be continually used in education because of its obvious benefits to human capacity develop especially in today‘s digital driven economy and stress the need to deal with the challenges of poor funding, unequal access to education and curriculum revision for quality and inclusive education system. The study recommended that policy framework on inclusive education and funding of digital technologies should be taken into cognizance in Nigerian education, and that appropriate monitoring and evaluation mechanisms should be put in place in order to ensure that learning outcomes equate expenditure on digital technologies.

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By: Wilfred C. Chiwetalu, M.Sc.
Dr. Martha Akanimoh, Ph.D
Barr. Michael A. Abang, Ph.D
Gabriel O. Obi

Abstract
The African Traditional Education (ATE) is indigenous to Africa. Hence, this educational system is also termed, indigenous education. It was a socio-cultural, practical, moral functional and transformational education based on the peoples’ world-view and life situation. On the other hand, Western education came into colonial Nigeria through the Christian Missionaries who structured it into school system of: primary, secondary and tertiary schools. Artificial Intelligence (Al) and Digital education have been adopted without adaptation in the present Nigerian school system. The paper is of the opinion that effective integration of the ATE into the Nigerian school system will provide the socio-cultural background upon which Al and Digital education will be adopted and adapted for an effective functional education.

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By: Catherine Kaning Agbongiasede Ph.D, JP.
Michael Akam Abang Ph.D

Abstract
This study explores the integration of artificial intelligence (AI) in teaching and learning within the 21st century, grounded in the conceptual frameworks of personalized learning and adaptive instruction, alongside the sociocultural theory of learning. By employing a qualitative methodology, the research involved a comprehensive documentary review and document analysis to investigate how AI technologies can enhance educational experiences tailored to individual student needs and contextual factors. The findings reveal that AI significantly improves student engagement by providing personalized learning pathways that adapt to varying learning styles, preferences, and paces, thereby fostering a more inclusive educational environment. Additionally, AI supports teachers in developing adaptive instructional strategies, allowing them to better meet the diverse needs of their students and facilitating a more dynamic classroom experience. Moreover, the study highlights the importance of collaboration between educators and AI systems, emphasizing that effective implementation requires ongoing professional development and an understanding of the ethical implications associated with AI in education. The conclusion underscores the transformative potential of AI in reshaping educational practices, recommending that educators and policymakers prioritize investment in AI training, infrastructure, and resources. This investment should also address equity issues to ensure that all students have access to the benefits of AI-enhanced learning. By embracing these recommendations, educational institutions can harness the power of AI to create more effective, personalized, and adaptive learning environments that prepare students for the challenges of the modern world.

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By: C’fine Chukwuma Oputa (Ph.D)
Amadi, Obiageri Shehu

Abstract
The study investigated the prospects and challenges of artificial intelligence for effective teaching and learning in early childhood education centres in Rivers East Senatorial District. A descriptive survey design was adopted just as two research objectives and corresponding research questions guided the study. The population for the study comprised all the head teachers in the study area numbering 731, both the stratified and purposive sampling techniques were used to select 183 head teachers representing 25% of the population. The instrument used for data collection was a self-structured questionnaire titled ―Prospects and Challenges of Artificial Intelligence for Effective Teaching and Learning in Early Childhood Education Centres Questionnaire (PCAIETLECECQ)‖. Face and content validation of the instrument were carried out by two experts in test, measurement and evaluation department in order to ensure proper evaluation. The reliability coefficient obtained was 0.86 which was high enough. Likewise, the researchers subjected the data generated to percentage analysis in order to answer the research questions. The findings of the research revealed that personalised learning was the highest prospect of artificial intelligence in effective teaching and learning in early childhood education centres in Rivers East Senatorial District while inadequate preparedness of teachers was the major challenge of artificial intelligence in teaching and learning in the study centres. The study concluded that by leveraging AI-powered tools and platforms, caregivers can personalise learning experiences, enhance learners‘ engagement and optimise teaching methodologies to meet diverse learning styles. It was thus recommended among others that there should be professional development and training programmes organized by both government and head
Prospects and Challenges of Artificial Intelligence for Effective Teaching and Learning in Early Childhood Education Centres in Rivers East
Senatorial District | C‘fine Chukwuma Oputa (Ph.D) & Amadi, Obiageri Shehu
Philosophers of Education Association of Nigeria (PEAN) Vol. 35 No. 1, October 2025 | Formatted by Timsmek Global Publishers® | 177
teachers of early childhood education centres for caregivers to build their capacity for effectively integrating AI tools and resources into the early childhood curriculum.

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By: Shinga Joseph Alphonsus
Dr. Emmanuel Ali Attah
Shuaibu Usman

Abstract
The integration of Artificial Intelligence (AI) into early childhood education has ushered in a paradigm shift towards a more technologically driven background carefully devised plan of action to achieve a goal. The pervasive influence of computer technology has catalyzed a surge in online learning within the school environment, yielding positive philosophical outcomes. Despite these advancements, a large number of primary schools in Nigeria have yet to leverage of AI technologies. Recognizing the expanding significance of AI in Early Childhood education for educational philosophy development in Nigeria, this study aligns with the demand of AI implementation in Early Childhood Education from developed countries. The style employed involves an examination of current advancements in AI applications within the Nigerian educational context. The examination demonstrated the utilization of AI software tools and technologies, adhering to predefined exclusion and inclusion criteria. The study revealed that Artificial Intelligence (AI) can sound intimidating or futuristic. However, AI is already being used in small but meaningful ways in classrooms worldwide. At its core, AI simply refers to computer systems designed to perform tasks we have historically thought of as requiring human intelligence and decision-making. prevalent use of AI technologies in Early Childhood Education in Nigeria, encompassing evolutionary software modelling, multimedia e-learning platforms and frameworks, and the incorporation of Moodle learning. This discernible trend indicates a growing demand for the application of AI technology in the early childhood education in Nigeria
Implications of Artificial Intelligence in Early Childhood Education in Nigeria
Shinga Joseph Alphonsus, Dr. Emmanuel Ali Attah & Shuaibu Usman
Philosophers of Education Association of Nigeria (PEAN) Vol. 35 No. 1, October 2025 | Formatted by Timsmek Global Publishers® | 168
However, the study also highlights a discrepancy wherein more sophisticated AI techniques, such as intelligent tutoring systems, learnable robots or agents, web based educational systems, and learning management systems explored extensively in other nations were infrequently applied in the Nigerian context. In light of these observations, teachers should explore AI with cautious optimism, embracing the potential benefits while maintaining a sense of responsibility and carefulness. Together, teachers can shape AI applications to truly serve children and view AI as an empowerment tool to enhance the capabilities of Subject Matter Experts, not a replacement. Conversations should continue about thoughtfully integrating this technology into the classroom while keeping human experts and educational philosophers firmly in the loop.

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By: Momodu, Ehi Benedicta
Esene-AbleGod, Oyindoubra Ozobokeme
yefoju, Paul Jackson

Abstract
Access to quality education is essential in fostering critical thinking, independence, self-reliance, and social responsibility – key outcomes the learners is expected to embody through their actions and decisions. In an era where Information and Communication Technology (ICT) underpins global progress, digital literacy and ICT compliance are essential for meaningful participation in today‘s scientific and technological environment. The emergence of Artificial Intelligence (AI) in education has further transformed the system, introducing personalized learning pathways, automating routine tasks, and amplifying student engagement. Human-AI collaboration offers transformative potential for teaching and learning processes. However, it simultaneously prompts deep philosophical inquiry into the evolving notions of student agency and autonomy. Concerns have been raised that AI-driven learning platforms may inadvertently encourage passivity, reducing learners to compliant consumers of algorithmically generated content. This paper, employing a hermeneutic methodology, examines the concepts of human-AI collaboration, interrogates the implications for student autonomy and agency, and examines the challenges posed by personalized technologies in educational settings. It argues that while AI can significantly empower learners, its deployment must be guided by pedagogical strategies that promote student choice, active participation, and critical reflection. The paper advocates for a curricular framework that integrates AI tools in ways that support exploratory learning and adaptive learning paths, ensuring that technology serves as a facilitator – not a substitute – for
Philosophical Implication of Human-Artificial Inteligence Collaboration and its Impact on Student Agency and Autonomy in Education
Momodu, Ehi Benedicta, Esene-AbleGod, Oyindoubra Ozobokeme & Ireyefoju, Paul Jackson
Philosophers of Education Association of Nigeria (PEAN) Vol. 35 No. 1, October 2025 | Formatted by Timsmek Global Publishers® | 155
human-centred education. Such an approach will help safeguard student agency while leveraging the benefits of AI to enrich the learning experience.

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