QUALITY CURRICULUM EDUCATION IN THE FACE OF CHALLENGES POSED BY AI AND INSECURITY IN NIGERIA: THE WAY FORWARD

This paper critically examines the interaction between two major contemporary challenges affecting the Nigerian educational system: the rapid advancement of Artificial Intelligence (AI) technologies and the persistent problem of insecurity. Grounded in Maslow’s Hierarchy of Needs and Siemens’ Connectivism Theory, the paper examines how traditional curricula, which are largely location-dependent and focused on rote learning, face increasing limitations in responding to contemporary technological and security challenges. Insecurity, manifested through school closures, destruction of educational infrastructure, displacement of learners, and psychological trauma, significantly disrupts the effective delivery of curriculum content. Concurrently, the growing use of generative AI presents challenges to academic integrity, raises concerns about the effectiveness of traditional assessment methods, and may widen existing educational inequalities where access to digital resources remains uneven.  To enhance the resilience and relevance of education in Nigeria, this paper advocates a strategic shift toward a technology-enabled and crisis-responsive curriculum. It recommends the adoption of hybrid and low-technology learning platforms such as USSD and radio-based instruction, the use of process-oriented assessment approaches, greater emphasis on Science, Technology, and Vocational Education (STVE), and the integration of trauma-informed pedagogical practices. The paper concludes that by establishing collaborative policy frameworks that responsibly integrate AI and secure learning environments, Nigeria can build an adaptive, inclusive system capable of maintaining educational quality amid domestic instability.