The Lagos State Ministry of Education has urged teachers to guide students on the responsible use of artificial intelligence, warning against its misuse as a shortcut for completing academic tasks.
The call came as the ministry, in partnership with Paradigm Initiative, trained 76 teachers from 40 secondary schools in Education District III on the ethical application of AI in teaching and learning.
Speaking at the AI Literacy Workshop for Teachers, the Assistant Director at the Education District III headquarters, Mrs Ololade Omoshalewa, said the training was designed to equip teachers with the knowledge required to help students use AI responsibly in the classroom.
She acknowledged concerns that students could rely on AI to complete assignments but stressed that the solution was not to discourage the technology but to teach learners how to use it appropriately.
Omoshalewa also urged the Federal Government to invest more in digital infrastructure in public schools, noting that many institutions still lack the facilities needed to integrate AI into teaching and learning effectively.
According to her, stronger collaboration between government and the private sector is needed to provide schools with computers, reliable electricity and other digital resources.
“Many of our public schools do not yet have the infrastructure required to maximise the benefits of artificial intelligence. Government support, alongside private sector collaboration, is critical if schools are to embrace digital learning,” she said.
She explained that participants were nominated by their principals based on their computer literacy and their ability to transfer the knowledge acquired to colleagues and students.
The Senior Programme Officer at Paradigm Initiative, Mr Ihueze Nwobilor, said the workshop was aimed at preparing teachers to equip students for a future increasingly driven by artificial intelligence.
He described secondary school students as the next generation of AI developers, innovators and digital leaders, stressing the need to strengthen the capacity of educators responsible for shaping them.
Nwobilor said the training addressed both the opportunities and limitations of AI, including misinformation, inaccurate responses and the danger of excessive dependence on AI-generated content.
“Our goal is to ensure teachers understand what AI can do, what it cannot do, and how it can be used responsibly in education,” he said.
He added that participants were introduced to ethical AI practices that would enable them to guide students to use the technology as a learning aid rather than a replacement for critical thinking.
According to him, the programme has been designed to create a multiplier effect, with trained teachers expected to return to their schools to train colleagues.
He disclosed that Paradigm Initiative plans to expand the programme to other states and African countries as resources become available.
Nwobilor also said the organisation had developed the Digital Rights in Demand Online Learning Platform to enable teachers to continue accessing digital literacy and AI training materials remotely.
The Co-founder and Chief Executive Officer of Smait Maven, Mrs Blessing Egbe, said the initiative sought to help educators understand both the opportunities and risks associated with artificial intelligence.
She noted that AI had become too widespread to discourage outright, insisting that emphasis should instead be placed on responsible adoption.
“The idea of telling people to stop using AI is no longer practical. Our goal is to ensure that teachers understand AI and can help students adopt it responsibly,” she said.
Egbe identified overdependence on AI, declining critical thinking skills, misinformation and algorithmic bias as some of the major concerns associated with the technology.
She said the training encouraged educators to combine AI use with critical thinking to ensure learners continued to develop analytical and problem-solving skills.
Speaking on behalf of participants, a teacher at Ebute Elefun Junior High School, Mr Daniel Erondu, said the workshop had reshaped his understanding of how AI should be introduced into classrooms.
He said AI could become a valuable learning partner when teachers design assignments that require students to analyse and discuss information rather than merely generate answers.
Erondu urged the Federal Government to invest more in AI infrastructure, particularly in underserved schools.
“The government should invest more in artificial intelligence, particularly in underserved schools that do not have these facilities. By providing computers and reliable internet access, students will have greater opportunities to use AI to improve their learning,” he said.
