Sunday Adegbenro, a scholar and researcher at the University of Kansas, USA, recently made a presentation at the Digital Humanities (DH) Workshop and Conference held on August 14-15, 2024. He spoke with JOHN SALAU on the importance of incorporating DH tools into writing instruction, among students, particularly in Nigerian universities. Adegbenro also highlighted how Nigeria can leverage the adoption of digital humanities tools to incorporate revised informal argumentation in strengthening Nigeria’s education ecosystem. Excerpts:
The Federal Government of Nigeria is currently promoting a new curriculum for basic education with a focus on AI: what is your view on this?
The Federal Government’s plan to include AI in the basic education curriculum is commendable, but it raises concerns about whether the drafters truly understand the complexities of AI. AI involves advanced technologies like machine learning and robotics, requiring significant investment in infrastructure and teacher training. Is Nigeria ready for this, or are we risking another white elephant project? While AI is the future, Nigeria still faces challenges like out-of-school children and inadequate resources. The government’s policy of granting student loans is a positive step, but basic education must also be prioritized. The efforts of the State Universal Basic Education Boards and the Federal Government need to go beyond rhetoric to ensure real improvements. Without a strong foundation, the vision of a tech-savvy generation skilled in AI might remain unrealised.
Do you think Nigeria’s education system is ready for AI adoption in the teaching/learning process?
Before adopting AI in Nigeria’s education system, we must first tackle the issue of epileptic power supply. Without reliable electricity, AI integration is impractical, risking a repeat of the current situation where students learn technical subjects through diagrams rather than hands-on experience. AI in education is promising, but our readiness is questionable. Many schools lack the technological infrastructure needed for AI, and the digital divide remains a significant challenge. Educators also need training in both AI tools and innovative teaching methods. For AI to be effective, we must invest holistically in education, focusing on relevant and practical curricula that emphasize problem-solving and critical thinking. A gradual, well-planned approach is essential to ensure AI’s potential benefits are fully realized without repeating past mistakes.
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You recently made a presentation at the digital humanities workshop and conference; tell us more about the presentation?
A focal point of the presentation was the concept of empowering students to become responsible digital citizens; individuals who apply their academic skills to contribute positively to online discourse toward effecting social change. I argued that by teaching informal argumentation through DH tools, educators can help students become more active and informed participants in Nigeria’s digital public sphere. Incorporating DH tools into our classrooms is more than just keeping up with technological advancements. It includes inspiring our students to engage in online discussions in ways that promote understanding, respect, and responsible citizenship. This aligns with the National Universities Commission (NUC) intention to make the teaching of Digital Humanities mandatory across all Nigerian universities where Nigerian students are not only consumers of digital content but also critical and informed contributors to digital discourse. With the academic year fast approaching, the need for educators who can teach Digital Humanities courses becomes increasingly urgent; hence my research stands as both an inspiration and a practical guide for how this can be achieved, thus contributing to ensure that Nigeria remains at the forefront of educational innovation in Africa and beyond.
Can you walk us through the term digital humanities?
Digital Humanities is not just about advancing or applying digital technology tools to education; it’s about fostering a culture of responsible and informed discourse, because traditional composition courses, which often emphasise formal academic writing, fail to prepare students for the informal argumentative landscapes of social media and online discussions spaces where much of Nigeria’s ethnic tensions are exacerbated. My research focuses on how DH tools can be integrated into writing classes to teach students how to critically engage with digital content and navigate the complexities of online discourse showed the audience the invaluable benefits of utilising digital tools such as text analysis software, digital archives, and interactive databases, for deconstructing and gaining understanding into the kinds of rhetoric used in online arguments, particularly public texts and academic conversations. This hands-on approach, not only makes argumentation more accessible but also more relevant to the types of communication students will face in their academic, professional, and civic lives.
As a researcher, how can we achieve effective integration of digital humanities in writing instruction?
Integrating Digital Humanities (DH) into writing instruction requires reimagining the curriculum to include DH tools that enhance critical engagement with digital texts. For example, text analysis software can help students deconstruct content, understand rhetorical strategies, and build their own arguments online. Educators must be trained in DH methodologies to guide responsible digital discourse. Additionally, collaborative projects using DH tools can connect learning to real-world issues, making education more interactive and relevant. In Nigeria, this integration must also address local digital realities; ensuring students develop both technical skills and critical awareness for meaningful digital citizenship. As Nigeria navigates the complexities of the digital age, the integration of Digital Humanities (DH) into writing instruction is an invaluable powerful tool to inspire the next generation of users of various digital platforms towards producing informed leaders that can save the country.
What is your view on the growing impact of digital platforms on the education sector?
There is a need to prepare Nigerian students for the challenges of the digital age by equipping them with the skills to engage critically with digital content. The growing dominance of digital platforms in shaping public discourse, where informal argumentation, such as found on social media, blogs, and online articles plays a significant role. However, traditional composition courses often fall short in preparing students to navigate these digital landscapes. However, integrating DH tools into writing instruction can provide students with the critical skills needed to navigate and shape the digital world responsibly. It must also be pointed out that the rise of social media and other online platforms has amplified ethnic tensions in Nigeria, making it imperative for educators to equip students with the skills to engage in responsible and constructive online argumentation that can engender an equitable future.
Finally, how would you describe the digital future of Nigerian Netizens?
The digital future of Nigerian Netizens holds great potential but also serious risks, particularly due to dangerous trends like harmful skits that trivialize serious issues. A recent example is the woman who tore her husband’s Nigerian passport at the airport, later claiming it was a skit. Such acts, disguised as entertainment, threaten to erode social values and promote unhealthy behaviors. To protect our society, it’s crucial that we promote digital literacy, enforce stricter content regulations, and guide young Netizens toward responsible digital citizenship, ensuring that our digital future fosters positive, constructive engagement. In Nigeria, this integration is key to making learning more interactive and relevant, connecting past and present, and fostering a digitally literate and historically informed generation.
