Artificial intelligence is rapidly transforming classrooms, workplaces, healthcare, manufacturing and government institutions around the world, and former African Action Congress (AAC) presidential candidate, Omoyele Sowore, believes Nigeria must move with urgency or risk falling further behind in the global race for technological advancement.
Speaking through a statement published on his official X account, Sowore argued that the country is at a defining moment in history, insisting that embracing artificial intelligence and other emerging technologies is no longer optional but essential for national development.
His remarks come at a time when countries across the globe are investing heavily in artificial intelligence, robotics, machine learning, blockchain technology, biotechnology and quantum computing—innovations that are increasingly reshaping economies, industries and labour markets.
Rather than viewing the Fourth Industrial Revolution as a distant global trend, Sowore described it as an opportunity Nigeria must seize to accelerate development and reduce its dependence on technologies designed elsewhere. According to him, previous industrial revolutions largely passed Nigeria by because of years of inadequate investment in science, innovation and human capital.
For Nigeria’s education sector, the conversation carries significant implications.
Universities across the world are redesigning academic programmes to prepare graduates for an economy where AI literacy is becoming as valuable as traditional digital skills. Secondary schools are also beginning to introduce coding, computational thinking and data science into their curricula, recognising that tomorrow’s workforce will require competencies that extend beyond conventional classroom learning.
Within Nigeria, however, access to AI education remains uneven. While a growing number of universities and private technology hubs have launched programmes focused on artificial intelligence, many public institutions continue to struggle with inadequate digital infrastructure, limited computing resources and shortages of specialised instructors capable of teaching advanced technological disciplines.
Education experts have consistently argued that preparing students for the future requires more than introducing new courses. It demands modern laboratories, reliable internet connectivity, updated curricula, industry partnerships and continuous professional development for lecturers and teachers. Without these foundations, students may find it difficult to compete with peers from countries where technological education is already deeply integrated into learning.
Sowore maintained that Nigeria’s experience during earlier industrial revolutions offers an important lesson. He attributed the country’s limited participation in previous waves of global technological transformation to poor governance, insufficient support for innovation and a failure to prioritise education and research over several decades.
The Fourth Industrial Revolution, driven by artificial intelligence and interconnected digital systems, presents a different opportunity. Unlike previous technological shifts that relied heavily on physical industrial infrastructure, today’s digital economy rewards knowledge, innovation, software development and high-value technical skills—areas where young Nigerians have increasingly demonstrated remarkable potential.
Across Africa, Nigerian developers, software engineers, researchers and technology entrepreneurs have gained international recognition for creating digital solutions, founding start-ups and contributing to global technology companies. Their achievements have reinforced the belief that the country possesses the human capital needed to compete internationally if provided with the right ecosystem.
Analysts note that artificial intelligence is expected to influence virtually every academic discipline, from medicine and engineering to agriculture, law, journalism and the creative industries. Consequently, universities may need to rethink not only what students learn but also how they are assessed, ensuring graduates develop critical thinking, ethical reasoning and problem-solving abilities alongside technical expertise.
Beyond education, AI is increasingly being adopted to improve productivity in agriculture, strengthen healthcare diagnostics, optimise logistics, support financial services and modernise public administration. Governments worldwide are also exploring its potential to enhance service delivery while addressing concerns relating to regulation, privacy, cybersecurity and responsible deployment.
Sowore argued that Nigeria should not remain a passive consumer of imported technologies but should instead position itself as a contributor to global innovation by investing strategically in research, education and scientific advancement. He further called for leadership that places greater emphasis on technology, innovation and human capital as drivers of long-term national progress.
As artificial intelligence continues to redefine the global economy, the discussion extends beyond political rhetoric to a broader national challenge: whether Nigeria can equip its schools, universities and research institutions to produce graduates capable of leading, rather than merely adapting to, the next generation of technological change.
For many educators, that objective will require sustained investment in digital infrastructure, stronger collaboration between academia and industry, expanded research funding and policies that encourage innovation from the classroom to the marketplace. Without such deliberate action, they warn, the gap between countries shaping the future of technology and those consuming it may continue to widen.
