Enforcing Standards And Academic Integrity In The Nigerian Education System In The Age Of Artificial Intelligence

Enforcing Standards And Academic Integrity In The Nigerian Education System In The Age Of Artificial Intelligence

                                                                                    A REPORT

DATE: 11^th October, 2025

TIME: 5 p.m

PREPARED BY THE LITERARY RENAISSANCE FOUNDATION (LRF)

CONTENTS

Executive Summary………………………………… 3

Format of Programme………………………………. 4

Conclusion and Recommendations…………………. 9

EXECUTIVE SUMMARY

Recently, artificial intelligence (AI) has emerged as a transformative force in education worldwide. It has the potential to address major challenges, innovate teaching and learning practices, and accelerate the push toward quality education. However, the rapid integration into Nigerian educational system has introduced new concerns about student’s academic integrity, originality, and the development of critical thinking skills among students.

The Nigerian education system, already battling with some integral issues like low quality, limited digital infrastructure, cases of plagiarism and contract cheating, will face additional challenges from the unregulated use of AI tools. While generative AI platforms like ChatGPT, Bard, and Claude can assist with learning and research, their misuse will definitely threaten the value of academic qualifications and erode public trust in educational institutions.

Most Nigerian universities lack explicit policies on AI use, with only a few institutions such as the National Open University of Nigeria (NOUN) and Covenant University having established guidelines. This unregulated policy has contributed to widespread misuse of AI tools by students and educators alike, undermining academic standards and integrity.

The Literary Renaissance Foundation organised its 12th quarterly Reading Culture Dialogue to address these concerns, bringing together educators, lecturers, researchers, and education stakeholders from Nigeria, Kenya, Zimbabwe, and the United Kingdom. The dialogue focused on the critical question: How can we enforce standards and academic integrity in the Nigerian education system in the age of Artificial Intelligence?

The LRF organises these discussions to generate practicable recommendations for Nigeria’s Federal Ministry of Education and other relevant authorities. This discussion aims at ensuring that AI integration in education is guided by sound ethical principles and sustainable frameworks.

FORMAT OF THE PROGRAMME

This is the twelfth quarterly Dialogue organised by the LRF. The panel included educators, lecturers, researchers, and education stakeholders with diverse perspectives on AI in education.

Programme date: 11^th October, 2025

Programme venue: Zoom

Facilitator: Mr. Babatunde Oladele (Executive Director, LRF)

Participants: Educators, lecturers, and researchers from Nigeria, Kenya, Zimbabwe, and the United Kingdom, including Dr. Isaac (Lagos State University) and representatives from various educational institutions.

The Dialogue commenced at 4 p.m. and ran until 6 p.m. The moderator opened the session by introducing the topic and its significance, followed by introductions from all participants. Ground rules were established to ensure orderly, inclusive, and constructive deliberations.

Ground Rules:

• Focus on the options and actions we can take nationally and in our communities.
• Consider all options fairly.
• Listening is just as important as speaking.
• No one or two individuals should dominate.
• Maintain an open and respectful atmosphere.
• Everyone is encouraged to participate.

The discussion was structured around three main options for addressing the challenge, with participants evaluating each option’s potential actions and drawbacks. The resulting details from the discussion are presented below:

DISCUSSION POINTS

Point One: Opportunities and Risks of AI in Education

Participants acknowledged that artificial intelligence offers significant opportunities to transform education. According to UNESCO, AI has the potential to address major educational challenges, enhance teaching practices, and accelerate progress toward Sustainable Development Goal 4, which focuses on quality education. Tools like Grammarly, Wordtune, ChatGPT, Bard, and Claude can assist students in improving writing, conducting research, and accessing learning resources.

However, the dialogue also highlighted the dual nature of AI. While these tools can enhance learning outcomes, their misuse poses serious risks to academic integrity. A lecturer shared an experience where several students submitted identical coursework written in AI-generated language styles, revealing the urgent need for institutional regulation and student awareness. Participants noted that generative AI systems that produce full-length essays or research outputs threaten academic honesty when students submit work that is entirely machine-generated.

The consensus was that uncontrolled use of AI could deepen existing problems in Nigeria’s higher education system, including plagiarism, contract cheating, and overdependence on external resources. These issues are compounded by the fact that Nigeria’s educational institutions are not yet as technology-savvy as their Western counterparts, making it more challenging to implement effective oversight mechanisms.

Point Two: Lack of Policy and Institutional Frameworks

One of the most emphasised challenges during the dialogue was the absence of explicit AI policies in most Nigerian universities. Participants revealed that apart from the National Open University of Nigeria (NOUN) and Covenant University, few institutions have official guidelines on acceptable AI use. This policy vacuum contributes to widespread misuse of AI tools and undermines academic standards.

Representatives noted that the National Universities Commission (NUC) had previously trained stakeholders to develop university-specific AI policies, but many schools failed to implement them. The lack of clear guidelines makes it difficult to define the boundary between acceptable and unacceptable AI use, leaving students and educators uncertain about proper application.

Participants emphasised that it is essential to create and strengthen clear policies on AI usage within academic settings and to enforce regulations that ensure these policies are both effective and sustainable. Such frameworks would help maintain academic standards and integrity across institutions. The responsibility for implementing these measures should lie with the Federal Ministry of Education and the NUC, ensuring a unified and well-governed approach to AI integration in the educational sector.

The discussion had agreed that the absence of institutional frameworks damages the credibility of Nigerian degrees and reduces public trust in the education system. They urged educational authorities to make AI policies mandatory and uniform across all tertiary institutions.

Point Three: Building Digital Literacy and Ethical Awareness

A major theme throughout the dialogue was the need for capacity building among educators and students. Participants observed that many teachers lack digital skills and understanding of AI’s potential applications in teaching, assessment, and research. Without deliberate training, both teachers and students may misuse AI tools in ways that compromise academic integrity and diminish critical thinking.

Dr. Isaac from Lagos State University emphasised that educators should organise workshops to demonstrate ethical AI use for research, testing, and evaluation. Others stressed that awareness campaigns must extend beyond universities to secondary and primary school teachers through the Universal Basic Education (SUBEB) system and the Teachers Registration Council of Nigeria (TRCN).

Participants proposed that universities and colleges introduce compulsory digital literacy and AI ethics courses for students across all disciplines. These courses would help learners understand the dangers of plagiarism, the benefits of responsible AI use, and the importance of maintaining originality in academic work.

The dialogue also highlighted the need to establish AI resource centres or hubs where educators and students can learn hands-on ethical applications of AI. Such facilities would provide practical training environments and promote best practices in AI integration.

Participants agreed that strengthening digital literacy and ethical awareness is vital to ensuring that AI serves as a complement rather than a substitute for genuine learning. The Federal Ministry of Education, working with TRCN and institutions of higher learning, should take the lead in providing structured training and digital literacy programs to build capacity across schools and universities.

Point Four: Cultural and Ethical Dimensions of Integrity

Participants emphasised that enforcing academic integrity goes beyond technology or policy—it is fundamentally a cultural issue rooted in values, discipline, and ethics. Academic dishonesty has existed longer than AI, but generative tools now provide faster and more advanced means of plagiarism, essay outsourcing, and contract cheating. Merely making rules or regulations may not be enough if the underlying culture of dishonesty is not addressed.

The dialogue stressed that creating a culture of integrity requires reinforcing the idea that AI is not a substitute for critical thinking but rather a tool to extend human creativity and research. Students should be encouraged to use AI responsibly for grammar correction, brainstorming, or outlining ideas while maintaining originality in their work. Institutions must create environments where innovation, problem-solving, and creativity are prioritised just as much as grades or certificates.

Participants suggested several actions to promote a culture of academic integrity:

Universities should establish honour codes, student pledges, and integrity workshops that emphasize originality and ethical use of AI tools. Lecturers should design assessments that encourage critical thinking and practical application, making it difficult for students to rely solely on AI-generated answers. Student associations should champion peer-led campaigns promoting honesty, creativity, and responsible use of AI in academic work.

The dialogue highlighted the balance between “artificial intelligence” and “native intelligence,” emphasising that educators must guide students to use AI as a tool for learning, not a shortcut for thinking. Institutions should also create incentives and recognition systems that reward originality, innovation, and ethical behavior among students and educators.

Point Five: Implementation Challenges

While participants agreed on the importance of the proposed solutions, concerns were raised about the practicality of implementation. Nigeria’s budget limitations, poor infrastructure, and uneven access to digital resources across schools present significant obstacles to enforcing AI-related policies and building capacity.

Participants acknowledged that establishing AI resource centres, conducting training programs, and implementing detection tools require substantial investment in ICT infrastructure. This could be particularly challenging for smaller institutions and underfunded schools. Additionally, enforcement may be uneven across institutions due to varying resources, which could make implementation slower in some areas.

Other drawbacks discussed included the potential for students to view additional digital literacy courses as burdensome, the risk of false positives from AI detection tools, and the challenge of defining clear boundaries for acceptable AI use without unduly limiting students’ experience with tools that are widely adopted in the real world.

To address these challenges, participants recommended partnerships between government, tech companies, and private institutions. They also suggested adopting free or low-cost AI platforms for education and leveraging existing digital resources to minimise costs. Community leaders and parent associations were encouraged to support awareness campaigns and contribute resources to enhance digital infrastructure in schools.

BENEFITS OF RESPONSIBLE AI INTEGRATION

Despite the challenges, participants recognised several benefits of properly integrating AI into Nigeria’s education system. When used ethically and responsibly, AI tools can personalise learning experiences, provide constant access to learning resources, and assist students in developing technical skills that are increasingly valuable in the modern workforce.

Responsible AI use can also help educators design more effective assessments, provide timely feedback to students, and identify areas where learners need additional support. By embracing AI as a complement to traditional teaching methods, institutions can enhance educational outcomes while maintaining academic integrity.

Participants noted that building digital literacy and ethical awareness among students prepares them for a technology-driven world where AI tools are commonplace. Rather than shielding students from these technologies, the education system should equip them with the knowledge and ethical framework to use them responsibly and productively.

Additionally, establishing clear policies and frameworks around AI use can strengthen the credibility of Nigerian degrees and restore public trust in the education system. By proactively addressing these challenges, Nigeria can position itself as a leader in ethical AI integration in education within the African context.

CONCLUSIONS AND RECOMMENDATIONS

The dialogue primarily focused on how Nigeria’s education system can maintain quality and ethical standards amidst the growing influence of Artificial Intelligence in learning and research. Participants extensively evaluated various options for addressing the challenge, providing each individual with an opportunity to express personal opinions on the topic. Every contribution was carefully recorded.

Adherence to the ground rules set for the Dialogue ensured that the discussions were conducted in an orderly and constructive manner. Overall, the Dialogue was successful, with active participation from all attendees, who offered valuable insights and suggestions throughout the deliberations.

Recurring points among the speakers include the following:

• Absence of explicit AI policies in most Nigerian universities
• Need for capacity building and digital literacy training for educators and students
• Importance of promoting a culture of academic integrity and originality
• Implementation challenges related to funding, infrastructure, and uneven access to resources
• Balance between regulating AI use and preparing students for a technology-driven world

Recommendations

The following recommendations were discussed:

1. The Federal Ministry of Education and the National Universities Commission (NUC) should develop and enforce national AI policy frameworks to guide all tertiary institutions, ensuring uniform standards for AI integration.
2. Educational bodies should provide clear guidelines and well-defined policies on the acceptable usage of AI in educational settings, including mandatory use of plagiarism checkers and AI detection tools.
3. Universities and colleges should introduce compulsory digital literacy and AI ethics courses for students across all disciplines to build ethical awareness and responsible use.
4. The Teachers Registration Council of Nigeria (TRCN) should integrate AI education into teacher development programs, and institutions should organise workshops for educators to demonstrate ethical AI applications.
5. Awareness campaigns should be extended to secondary and primary school teachers through the Universal Basic Education (SUBEB) system to ensure comprehensive coverage.
6. Institutions should establish AI resource centres or hubs where educators and students can learn hands-on ethical applications of AI tools.
7. Universities should establish honor codes, student pledges, and integrity workshops that emphasise originality and ethical use of AI tools.
8. Lecturers should design assessments that encourage critical thinking and practical application, making it difficult for students to rely solely on AI-generated answers.
9. Student associations should champion peer-led campaigns promoting honesty, creativity, and responsible use of AI in academic work.
10. Institutions should create incentives and recognition systems that reward originality, innovation, and ethical behavior among students and educators.
11. The Federal Ministry of Education should promote collaboration between educational technology developers, legal partners, and academic institutions to ensure AI tools used meet academic and legal standards.
12. Government, tech companies, and private institutions should form partnerships to provide funding and support for AI integration initiatives, adopting free or low-cost platforms where possible.
13. Community leaders and parent associations should support awareness campaigns and contribute resources to enhance digital infrastructure in schools.
14. Continuous dialogue and institutional accountability should be maintained to ensure that AI integration in education balances innovation with ethical responsibility.

ABOUT THE LRF

The LRF is a non-profit organisation dedicated to advancing the Sustainable Development Goal 4 of the United Nations, which focuses on providing inclusive and equitable quality education and promoting lifelong learning opportunities for all.

Established in response to the rising levels of illiteracy and declining interest in reading and learning in Nigeria, the LRF obtained official recognition from the Corporate Affairs Commission of Nigeria on 23 March, 2018.

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