"School Na Scam", this is a very popular statement among the Nigerian Youth expressing how education in Nigeria has amounted to nothing in recent years. Unfortunately, this is partially true given that the Nigerian Educational curriculum is still in Industrial Age while the global world is gradually moving from the Information Age into the Communication Age. Most topics taught in tertiary institutions have become a thing of the past because of the continuous efforts of our influential leaders in neglecting to change and refine the educational curriculum to fit the global world today.
One way of revamping the Nigerian educational system is by incorporating digital knowledge into the system. Recent studies have shown that 11 out of the top 20 skills in demand in the workforce require knowledge of the digital world. Digital knowledge, according to Ramírez and Casillas (2016), is a graduated structure of theoretical knowledge and skills with computers and informational devices that university actors must possess relevant to their academic disciplines.
Digital knowledge is beneficial in promoting education in Nigeria. Digital knowledge creates more opportunities for students and teachers. It does not restrict this to only job and scholarship opportunities alone. The recent COVID-19 pandemic has made us understand how online learning can help students and teachers. Through platforms like Zoom, Slack, Google Classroom e.t.c., students and teachers can pass across information at the convenience of their home.
Also, the internet encompasses a wide range of learning platforms like Coursera, Udemy, Allison, that provides additional resources to students which act as catalysts to improve students’ academic performance, because the student will become exposed to a wide range of information that will aid his/her understanding about topics taught in physical or virtual classes.
However, incorporating digital knowledge is without no fault. The Nigerian economy, characterized by the limited power supply and inequitable distribution of wealth, would affect the accessibility of some citizens to laptops, smartphones, iPads, and other tools used to access the internet. Thus, students from the poorer socio-economic background are more likely to receive poor education quality and poorer learning outcomes.
In conclusion, incorporating digital knowledge into the Nigerian educational system cannot be overemphasized. We should note that Education in Nigeria itself is not a scam but direly needs revamping and digital knowledge can act as this tool of revolution.
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