How poor infrastructure, skill gap hinder Al education, technology education – Ajala

Sodiq Ajala is an educator and digital rights advocate currently pursuing a PhD in Educational Management and Information Systems. His research focuses on learning management systems and the integration of AI in education. He is also the cofounder and partnership director at Pristine SACC Education and Technology Initiative, where he leads initiatives aimed at advancing equitable access to technology and protecting the digital rights of children and young people.

In this interview with INIOBONG IWOK, he spoke on the potential of artificial intelligence (AI) to bridge the digital divide and transform education, particularly in underserved communities.

Can you tell us about your background and how you became interested in advocating for digital rights and AI in education?

My journey into digital rights advocacy and AI for education stems from my deep passion for technology and its potential to drive meaningful change in the education sector.

As an educator and educationist, I have witnessed firsthand how digital tools can enhance learning experiences, but I have also seen the challenges that come with unequal access to these digital tools, data privacy concerns, and the ethical implications of AI in education.

These realities motivated me to advocate for policies and practices that ensure technology is used responsibly and inclusively in learning environments. I believe that every student, regardless of their background, should have the opportunity to benefit from digital educational tools without compromising their digital rights and safety.

As an educator and a digital enthusiast, what can you say about the concept of the digital divide and how it affects education, especially in underserved communities?

I consider the digital divide as a complex issue with deep-rooted causes. Digitalisation depends on several critical factors, particularly basic infrastructure such as electricity and internet connectivity.

In Nigeria, for instance, many rural areas still struggle with an unstable power supply and unaffordable internet access, leading to significant disparities in quality of life across different regions. Currently, many public schools nationwide, particularly those in rural areas, have little to no access to computers, depriving students of the opportunity to develop essential digital skills.

Even in schools with a few computer sets, the lack of reliable electricity forces students and teachers to seek alternative power sources, further hindering learning.

This stark contrast with well-equipped urban private schools, which have access to modern technology, continues to widen the educational and socioeconomic gap.

While the government appears to be making efforts to support educational institutions with the necessary resources, what about the students currently facing these challenges? The impact of the digital divide is not a distant issue; it is already evident in the way students struggle to use technology as a learning tool. A clear example is an O’level graduate preparing for the UTME but lacking basic computer skills. Many of these students are forced to enrol in computer centres just to learn the fundamentals of CBT, not because they want to, but because they have no choice if they hope to navigate the exam system. We have all witnessed this firsthand. When compared to their urban counterparts, who have long been exposed to digital learning, the disparity is striking. If this isn’t a glaring effect of the digital divide, then what is?

Can AI play a role in bridging the digital divide?

Absolutely. My mantra has always been that ‘problems are pointers to innovation’, and AI technology presents a modern solution to the challenges posed by the digital divide.

Traditionally, limited access to resources such as computers has been a major barrier in underserved communities. However, AI-powered learning solutions now enable students to receive individualized instruction through mobile devices, including those owned by their parents. Even in regions facing teacher shortages and learning gaps, AI can provide personalised learning experiences tailored to individual student needs. This ensures that students receive targeted support, especially in subjects they find difficult, helping to level the playing field.

Beyond just conversational AI like ChatGPT, tools such as Google LLM, Claude, and other AI-driven educational platforms possess significant pedagogical potential. According to AI for Education benchmarks, these technologies can replicate aspects of traditional teaching, making quality education more accessible to students in resource-constrained settings.

How does AI make educational resources more accessible to students with limited or no internet access?

As I emphasised earlier, one of the biggest challenges in technology-driven education is unreliable internet connectivity, which often restricts students’ access to digital learning. AI-powered educational tools offer a potential solution by enabling offline access to learning materials. This ensures that students in low-connectivity areas can continue learning without being entirely dependent on the internet. Additionally, AI-driven adaptive learning applications can store and process data locally, allowing students to engage with educational content even in remote locations. These innovations ensure that children who might otherwise fall behind due to internet limitations can still receive quality education.

Read also: Artificial Intelligence (AI) –What impact will it have on education?

How do you envision AI transforming the educational landscape in the next decade?

AI has the potential to revolutionise education by personalising learning experiences, automating administrative tasks, and expanding access to quality education through intelligent tutoring systems. In the next decade, I see AI playing a significant role in bridging learning gaps, adapting curricula to individual student needs, and providing real-time feedback to educators. However, for this transformation to be inclusive, we must address challenges like data privacy, digital literacy, and equitable access to AI-driven tools.

What do you think are the biggest obstacles to implementing AI-driven education solutions in underserved communities?

One of the biggest challenges is the lack of digital literacy among both students and educators. Teachers play a crucial role in integrating AI into the classroom, but without adequate training, they may struggle to utilise digital tools effectively. Investing in teacher training is essential to ensure that AI-driven education is successfully implemented and sustained. Another significant obstacle is poor infrastructure, including unreliable internet access and electricity. Many AI-powered tools rely on stable connectivity, which remains a luxury in several underserved communities. Without addressing these foundational issues, the potential of AI in education may not be fully realised. Funding is another major challenge. Implementing and maintaining AI-driven learning solutions requires significant financial investment, which many schools in underserved communities cannot afford. Public-private partnerships, government support, and donor funding will be necessary to scale these technologies sustainably.

Additionally, data privacy and security concerns pose a considerable challenge, especially in regions with weak data protection policies. AI systems collect vast amounts of student data to personalise learning, but without clear regulations, there’s a risk of misuse or breaches.

Establishing strong legal frameworks to safeguard student data is essential to build trust and ensure the responsible use of AI in education.

What advice would you give to educators who are hesitant or skeptical about embracing AI in their teaching practices?

I understand why some educators might be hesitant about embracing AI. It is a rapidly evolving technology, and change can be overwhelming. However, rather than viewing AI as a replacement for teachers, it should be seen as a tool that enhances teaching and learning. AI can automate administrative tasks, provide personalized learning experiences, and offer real-time feedback, allowing educators to focus more on student engagement and critical thinking.

My advice is to start small. Experiment with AI-powered tools that complement your teaching style, such as automated grading systems, personalised tutoring platforms, or content recommendation tools. Also, continuous professional development is key.

Attending workshops, joining AI-focused educator communities, and staying informed about ethical AI use can help ease concerns. Ultimately, AI should be seen as a supportive partner that empowers teachers, not a threat to their role.

How can government, tech companies and NGOs collaborate to address these challenges and contribute to bridging the divide?

To address these challenges, governments, NGOs, tech companies, and private organisations must work together through strategic partnerships, each playing a critical role in bridging the digital divide and making AI-driven education more accessible.

Governments must, however, take the lead by investing in infrastructure by expanding internet access, improving electricity supply, and ensuring schools have the necessary digital tools.

They can also implement digital literacy programmes for teachers and students by integrating AI and digital skills training into the national education curriculum. Provide funding and incentives for schools to adopt AI-driven educational technologies, especially in underserved areas.

Tech companies can contribute by developing low-cost AI-powered educational tools that can function offline to accommodate areas with poor internet access. On the part of NGOs, they can advocate policies that prioritise digital education and AI inclusion, and deliver grassroots training programmes to equip both teachers and students with digital literacy skills.

Recently, your nonprofit organisation, Pristine SACC Education and Technology Initiative, launched ‘Logic Over Code’ campaign in Kwara State. Can you tell us about the initiative?

The campaign aimed to promote the responsible use of AI tools among students. With the growing adoption of AI-powered technologies by secondary school students, we recognised the need to educate and guide them on balancing AI with human creativity and critical thinking.

Our goal is to ensure that students do not become overly reliant on AI at the expense of developing their logical reasoning and creative problem-solving skills.

Additionally, our organization has conducted various training programs to equip teachers and school administrators with the knowledge and skills needed to effectively integrate AI tools into both teaching and administrative practices.

These initiatives help educators harness AI’s potential while maintaining a student-centered, thoughtful approach to learning.