Artificial Intelligence as a Pedagogical and Psychosocial Intervention: Contextualizing Personalized Learning and Support for Nigerian Higher Education

Abstract

The Nigerian higher education system is characterized by a dual deficit: the pedagogical limitations of massified, instructor-centric models and a critical shortage of accessible psychosocial support for students. This review paper argues that Artificial Intelligence (AI) presents a unique opportunity to address these challenges synergistically, but its implementation must be critically adapted to Nigeria’s specific socio-technical realities. Moving beyond techno-optimist narratives, the review paper analyzes AI applications—such as Adaptive Learning Systems and AI-powered counseling Chabot—through the lenses of educational psychology and critical policy studies. It explores how these tools can operationalize theories of mastery learning and scaffolded instruction while providing scalable, first-tier psychosocial support. However, the review paper foregrounds significant impediments, including infrastructural fragility, algorithmic bias, data privacy concerns, and cultural acceptability. It concludes by proposing a phased, ethically-grounded implementation roadmap, positing that a context-sensitive approach to AI integration is not merely additive but essential for fostering a more equitable, effective, and supportive learning environment in Nigerian higher institutions of learning.