INTEGRATING DIGITAL TECHNOLOGIES AND GENERATIVE AI: TRANSFORMING TEACHING AND LEARNING IN NIGERIAN HIGHER EDUCATION

Abstract

The integration of digital technologies and generative artificial intelligence (AI) is reshaping the landscape of higher education globally, and Nigerian universities are beginning to embrace this transformation. This study investigates how digital tools such as Learning Management Systems (LMS), e-learning platforms, mobile applications, and virtual classrooms, combined with generative AI applications, influence teaching effectiveness and student learning outcomes in Nigerian higher education. Using a descriptive survey design, data were collected from 556 academic staff across six institutions in Anambra State through validated online questionnaires. Content and theoretical analyses, guided by the Technology Acceptance Model (TAM) and Diffusion of Innovation Theory, revealed that digital technologies and generative AI significantly enhance instructional delivery, automate assessment, and foster personalized learning experiences. However, challenges such as infrastructural deficits, policy gaps, ethical concerns, and faculty resistance hinder full-scale adoption. The findings highlight the need for a comprehensive national AI framework in education, capacity-building initiatives to improve digital literacy among faculty and students, and strategic investments in broadband, electricity, and ICT laboratories. Furthermore, partnerships with technology companies and international institutions are recommended to accelerate innovation and contextualize global best practices for local realities. This study concludes that while digital technologies and generative AI hold transformative potential for Nigerian higher education, their success depends on robust infrastructure, effective policies, and stakeholder readiness. By addressing these barriers, Nigeria can build a more inclusive, efficient, and globally competitive education system.