Integrating AI and Coding Skills into Computer Science Teacher Education in Nigeria: A Transformative Framework

The rapid advancement of artificial intelligence (AI), machine learning, and modern programming technologies has transformed educational systems globally and increased the demand for digitally competent educators. However, computer science teacher education programs in many Nigerian tertiary institutions have not sufficiently incorporated AI and coding competencies into their curricula. This study developed a framework for integrating AI and coding skills into computer science teacher education in Nigerian tertiary institutions to support transformative teacher preparation for the digital era. The study adopted a Design Science Research (DSR) methodology combined with survey-based evaluation. Data were collected from computer science lecturers and teacher educators across selected Nigerian tertiary institutions using a structured questionnaire. Descriptive statistical techniques including frequency distribution, percentages, and mean scores were used for data analysis. Findings revealed that respondents strongly supported curriculum redesign, faculty development, industry collaboration, and competency-based assessment for AI integration in teacher education. However, inadequate technological infrastructure and limited faculty competence were identified as major barriers to effective implementation. Based on the findings, a transformative framework consisting of curriculum redesign, faculty capacity development, industry collaboration, and competency-based assessment was proposed. The framework provides practical guidance for policymakers, curriculum developers, and tertiary institutions seeking to modernize computer science teacher education in Nigeria.