Rethinking Teaching and Learning in the Age of Artificial Intelligence: Opportunities, Challenges, and Policy Imperatives for Higher Education in Nigeria

This paper examines the role of artificial intelligence in teaching and learning in Nigerian universities of education. The study uses a review approach organized under conceptual, theoretical, and empirical framework. The theory of connectivism forms the base, with focus on learning as making wise connections to information and tools. Findings show that lecturers now use artificial intelligence to prepare notes, set questions, and give feedback, while students use it to explain topics and practice past questions. The use of these tools can save time, give quick feedback, and support learning that fits each student. However, poor internet, unstable power, high cost of data, low digital skill, and lack of clear policy limit wide use in Nigeria. Without training and rules, some students depend on artificial intelligence to avoid thinking, and some lecturers accept output without checking. The paper concludes that artificial intelligence is not a threat to education, but a test of readiness. It recommends clear policy, regular training, better infrastructure, and assessments that test thinking. With proper planning, artificial intelligence can make teaching lighter and learning stronger for Nigerian students