Disruptive Technology: The Preparedness for Artificial Intelligence and Innovative Skills Development in Technology Education in Nigeria

Abstract

Artificial Intelligence has emerged as a quintessential disruptive technology, fundamentally altering industry landscapes and, consequently, the demands placed on educational systems. In the context of technology education and particularly Technical and Vocational Education and Training, Artificial Intelligence acts as both a subject of study and a pedagogical tool.  African countries and Nigeria in particular are tagged as a 3^rd World countries. This has made them lag in the scheme of global trends. Therefore, this paper is a qualitative study involving document analysis in Artificial Intelligence in Technology Education.  The search for peer-reviewed journal articles was conducted in the Google Scholar database, based on a review of past studies on the AI model. The search period was from 2024 to 2025. 6,690 publications were found in the database. Automatic refining lowered the number to 640.  Further filtering reduced the publications to 43.  The paper shows a great imbalance and gap between the publications from the African continent and the rest of the world in Artificial Intelligence in Technology Education. Findings shows that only 2% of the articles were published in other African countries with one from Nigeria.  It highlights the use of Artificial Intelligence in bridging the gap between education and industry, while addressing challenges related to ethics, infrastructure, and pedagogical adaptation. It noted infrastructural deficits as a major challenge to Artificial Intelligence adoption in Nigeria, and make recommendations for updated of school curricula to include Artificial Intelligence literacy, data science, ethics, and investment in Artificial Intelligence infrastructure and simulation technologies