Leveraging Artificial Intelligence Technology for an effective Curriculum at Secondary School Level of Education in Nigeria: Applications, Challenges and Policy Imperatives

The integration of Artificial Intelligence (AI) into secondary education represents one of the most consequential technological shifts in contemporary educational practice. Nigeria as a nation with the world's largest out-of-school population, a teacher–student ratio averaging 1:55 in public schools, and a secondary school curriculum under active revision by the Nigerian Educational Research and Development Council (NERDC) confronts both the transformative potential and the structural constraints of AI-mediated curriculum delivery with particular urgency. This article pursues three analytical objectives: to examine the documented applications of AI technologies within Nigerian secondary school curriculum contexts; to identify and theorise the structural challenges limiting effective AI integration; and to advance a framework of evidence-based policy imperatives for the responsible and equitable incorporation of AI into the Nigerian secondary school curriculum. The study employs a systematic qualitative synthesis drawing on peer-reviewed scholarship, inter-governmental data, experimental evidence from the Edo State randomised controlled trial (2024), policy documents including Nigeria's National Artificial Intelligence Strategy (2024) and the NERDC curriculum revision (2023), and documented initiatives by government agencies, EdTech platforms, and development partners.  AI technologies encompassing intelligent tutoring systems, adaptive learning platforms, automated assessment, generative AI tools, and predictive analytics hold demonstrable potential to address the systemic learning crisis afflicting Nigerian secondary education. The World Bank-supported Edo State randomised controlled trial demonstrated learning gains of 0.3 standard deviations in English, equivalent to approximately two academic years' progress in six weeks, through structured generative AI tutoring. However, seven structural challenges constrain the generalisation of these gains: digital infrastructure deficits affecting 43.3% of communities; inadequate teacher readiness; entrenched equity disparities; misalignment between existing NERDC curriculum frameworks and AI pedagogical models; data privacy governance gaps; AI-induced academic dishonesty risks; and an insufficient longitudinal empirical evidence base.  The Nigerian secondary school curriculum stands at a technological inflection point. Realising AI's transformative potential requires not the uncritical adoption of globally developed tools but a structurally grounded, equity-centred, and pedagogically coherent integration framework one in which NERDC curriculum revision, teacher professional development, infrastructure investment, and regulatory governance are pursued as a coordinated national programme rather than as isolated initiatives.