Research Article
Harnessing Artificial Intelligence in Science Education for Skills Development and Economic Transformation in Nigeria
Ayeshung Rose Imoniri*
Issue:
Volume 10, Issue 3, September 2025
Pages:
77-83
Received:
24 June 2025
Accepted:
22 July 2025
Published:
13 August 2025
Abstract: Artificial Intelligence is transforming science education by providing innovative tools for personalized learning, automated assessments, and intelligent tutoring. This study explores how AI can enhance skills development and economic transformation in Nigeria by bridging Science Technology Engineering and Mathematics learning gaps, equipping students with critical thinking and digital literacy, and fostering workforce development and entrepreneurship. Using a desktop research methodology, the study reviews scholarly articles, and global case studies on AI integration in science education. Findings reveal that AI-driven learning enhances student engagement, problem-solving abilities, and career readiness in high-demand fields. However, some challenges hinder widespread of AI adoption in Nigeria. Comparisons with other countries, government investment, curriculum integration, and teacher training are essential for successful AI-driven education. To overcome these barriers, the study recommends increased government funding for AI infrastructure, AI-based curricula development, educator training programs, public-private partnerships to expand AI resources, and stronger regulatory frameworks for ethical AI use in education. The conclusion emphasizes that AI has the potential to revolutionize science education and drive Nigeria’s transition to a knowledge-based economy. However, addressing policy gaps, infrastructural deficits, and teacher readiness is critical for effective AI adoption. With strategic reforms and investments, Nigeria can leverage AI to improve scientific learning, technological innovation, and global competitiveness.
Abstract: Artificial Intelligence is transforming science education by providing innovative tools for personalized learning, automated assessments, and intelligent tutoring. This study explores how AI can enhance skills development and economic transformation in Nigeria by bridging Science Technology Engineering and Mathematics learning gaps, equipping stude...
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Research Article
Improving Presentation-Based Learning: In Case of 3rd-Year Agri-Business and Value Chain Management (ABVM) Students, Wolkite University, Ethiopia
Tamenut Desalegn*,
Yemane Woldeyesus,
Wasihun Berta,
Metadel Kasaw,
Saron Mebratu
Issue:
Volume 10, Issue 3, September 2025
Pages:
84-89
Received:
28 August 2025
Accepted:
9 September 2025
Published:
9 October 2025
DOI:
10.11648/j.tecs.20251003.13
Downloads:
Views:
Abstract: Presentation has been a critical factor in yielding positive learning outcomes for students and further developing their abilities and self-confidence. The study aims to determine improves the student’s self-confidence and grade score through presentation-based learning. The study was conducted on 3rd year ABVM students. The stratified random sampling design method was employed by students stratified into three categories based on the previous achievement such as higher scorer, medium scorer, and lower scorer. Data were collected through questionnaires, secondary data, interviews, and observation. The collected data were analyzed by descriptive statistics such as percentage, frequency, and mean. Encouraging and repeated cyclic presentation mechanisms were the intervention mechanisms for improving students’ performance. Feeling afraid to stand in front of the students in the class (90.6%) was the major problem of 3rd year ABVM students in, group assignments presented by one student without the participation of other students (84.4%), students think/worry they made a mistake during presentation (81.1%), background of the student (78.1%), lack of time and passive learning method were (71.9%) and the least factor was high number of students assign in the class (59.4%). Before the intervention mechanism was taken the mean grade score of students during seminar presentation was (19.2%) from 25% and the confidence level scored (3.1%) from 5%. However, after the intervention mechanism was taken the students' confidence and score were improved. In the 1st cycle of mean grade score presentation of students (19.5%), in the 2nd cycle (20.3%), in the 3rd cycle (21.2%), in the 4th cycle (22.4%) and in the 5th cycle (23.5%) had gotten respectively, from 25% of weigh. Presentation-based learning is a great factor in improving students' grade scores and confidence.
Abstract: Presentation has been a critical factor in yielding positive learning outcomes for students and further developing their abilities and self-confidence. The study aims to determine improves the student’s self-confidence and grade score through presentation-based learning. The study was conducted on 3rd year ABVM students. The stratified random sampl...
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