The Future of French Language Education in Nigeria: Technological Innovations and Emerging Trends for Sustainable Educational Development

Abstract The increasing relevance of French as a foreign language in Nigeria, particularly in light of the country’s geopolitical position among Francophone nations, has intensified the need for innovative and sustainable approaches to French language education. This article examines emerging trends and technological innovations shaping the teaching and learning of French within the Nigerian educational context. Drawing on contemporary scholarship and policy frameworks, the study explores the use of digital technologies such as mobile-assisted language learning, virtual classrooms, online collaboration tools, and artificial intelligence–supported instructional platforms in Nigerian French language classrooms. The article analyses how these technologies enhance learner engagement, communicative competence, and access to quality language education, while also addressing issues of inclusivity and sustainability. Furthermore, the study discusses pedagogical shifts towards learner-centred, competency-based, and blended learning models that align with Nigeria’s educational reforms and sustainable development goals. Critical attention is given to contextual challenges, including inadequate infrastructure, limited teacher training in educational technology, inconsistent policy implementation, and the persistent digital divide between urban and rural schools. By situating French language education within Nigeria’s broader developmental agenda, the article highlights the potential of technology-enhanced instruction to strengthen multilingual competence, regional integration, and global competitiveness. The study concludes with strategic recommendations for educators, policymakers, and stakeholders on leveraging technological innovations to promote sustainable and effective French language education in Nigeria.