Impact of Adaptive Pedagogy and AI-Driven Support Systems on Educational Management Training among Universities in Nigerian: A Review
DOI:
https://doi.org/10.64348/zije.2026632Keywords:
Artificial Intelligence, Adaptive Pedagogy, AI-Driven Support Systems, Educational Management Training, Nigerian Universities, Higher Education.Abstract
This narrative review examines the possibilities and implications of AI-based support systems for educational management training in Nigerian universities, with particular attention to adaptive pedagogy. Using a literature-based review approach, it draws on pertinent scholarly research and conceptual literature on artificial intelligence, adaptive learning systems, educational management, leadership development, learning analytics and institutional decision-support. The sources were synthesised thematically to identify applications, benefits, constraints and gaps in AI-supported management training. The review finds that AI-enabled support can strengthen individualised professional learning, analysis, administration, decision-making and adaptive institutional leadership. Implementation in Nigerian universities is constrained by weak digital infrastructure, connectivity and funding; low digital literacy; shortages of skilled staff; limited capacity-development structures; and unresolved issues of data privacy and ethical governance. A major empirical gap remains: little research examines AI support systems specifically within educational management training in Nigerian universities. The study contributes an integrated account of AI, adaptive pedagogy and educational management training in the Nigerian context, and identifies the institutional conditions required for sustainable use. It recommends continuous professional development in AI, investment in digital infrastructure, and context-specific governance models for responsible implementation.
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