Building a Skilled and Inclusive Society through Educational Technology in Nigeria

Abstract

This article explores how Educational Technology (EdTech) can serve as a transformative catalyst for building a skilled and inclusive society in Nigeria. Drawing from national education and digital policies, it examines the intersection of technology, skills development, and social inclusion within the Nigerian context. Using a desk-based qualitative and quantitative mixed-method approach, the study synthesizes insights from policy frameworks, EdTech initiatives, and global best practices. Findings show that while Nigeria has taken major steps through the National Digital Learning Policy (2023), the National Digital Economy Policy and Strategy (2020–2030), and other frameworks, challenges remain in access, affordability, infrastructure, and teacher preparedness. The article recommends data-driven policymaking, teacher professional development, inclusive content design, and enhanced public–private partnerships to accelerate progress toward Sustainable Development Goal 4 (Quality Education) and 8 (Decent Work and Economic Growth).