Volume 15

EMPOWERING EARLY CHILDHOOD TEACHERS IN NIGERIA THROUGH GOVERNMENT- SUPPORTED AI TRAINING AND DIGITAL LITERACY INITIATIVES

OLOFINNIKA, Adedayo Albert, Ph.D & OLOWE, Peter Kayode Ph.D

Abstract

Early childhood education (ECE) in Nigeria faces persistent resource and skill gaps, with many teachers
lacking digital competencies needed for 21st-century pedagogy. This study evaluated a government-supported AI and digital literacy training pilot programme for ECE teachers, examining its impact on technological skills and instructional quality. Using a case study design, the researchers assessed 824 trained early childhood teachers through pre/post surveys, interviews, and classroom observations across six southwestern states (Lagos, Ogun, Oyo, Osun, Ondo, and Ekiti). Quantitative data analysed using paired t-tests and multiple regression showed significant gains in digital competency (mean scores improved from 2.3 to 4.1, p < 0.001) and I literacy. Qualitative thematic analysis revealed increased teacher condence in technology integration and improved pupil engagement. Multiple regression analysis found that AI knowledge and tool usage significantly predicted teaching skills improvements. The findings demonstrate that government-led training can transform ECE by building teacher capacity aligned with Nigeria's digital learning goals, enabling personalised, engaging instruction that advances children's development. Recommendations include scaling such initiatives with sustained support and infrastructure development.

Keywords

Early Childhood Education, Digital Literacy, Artificial Intelligence, Teacher Training, Technology Integration, Professional Development

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