AI-DRIVEN CURRICULUM DESIGN IN NIGERIAN POLYTECHNICS FOR INDUSTRY 4.0 SKILLS

Abstract

The rapid transformation driven by the Fourth Industrial Revolution (4IR) demands a fundamental reorientation of technical and vocational education systems to equip graduates with industry-relevant skills. This study investigates the potential of integrating Artificial Intelligence (AI) into curriculum design in Nigerian polytechnics to foster adaptive and competency-based education. Adopting a documentary research design, we systematically reviewed 28 policy documents, academic studies, and industry reports published between 2015 and 2024, using thematic content analysis to assess existing curriculum frameworks and AI adoption patterns. Findings reveal that over 80% of current curricula lack explicit alignment with emerging 4IR skill requirements, and none incorporate AI-enabled adaptive learning systems. Evidence from international case studies suggests that AI-powered curriculum design can dynamically align course content with learner profiles, track skill acquisition in real time, and integrate continuous industry feedback. We conclude that AI integration is essential to closing the skills gap between Nigerian polytechnic graduates and labour market needs. The study recommends a tripartite strategy involving the National Board for Technical Education (NBTE), technology providers, and industry stakeholders to co-develop adaptive learning platforms, train educators in AI tools, and institutionalize industry–academia partnerships for innovation-led workforce readiness.