Integrating Emerging Technologies Into LIS Education in Nigeria: An Educators’ Perspective and Framework for Curriculum Reform

Abstract

Library and Information Science (LIS) education in Nigeria faces increasing pressure to adapt curricula to the demands of a rapidly evolving digital society. This study investigates the integration of emerging technologies into Library and Information Science (LIS) education in Nigeria. The study examines the extent of integration of emerging technologies in LIS curricula in Nigeria, identifies gaps between training and industry requirements, and proposes a framework for curriculum reform based on the findings. A multimethod design was adopted, beginning with a content analysis of curricula from six purposively selected universities across Nigeria’s geopolitical zones, followed by semi-structured interviews with heads of library schools to explain the patterns observed in the curriculum analysis. Findings revealed that only 18% of the curricula incorporated emerging technologies, mostly at an introductory level, with advanced areas such as AI, data science, and cloud computing largely absent. Educators highlighted challenges, including outdated infrastructure, weak industry linkages, inadequate staff capacity, and restrictive policy frameworks. The study concludes that Nigerian LIS graduates risk under-preparedness for technology-driven information environments without deliberate reform. A framework is proposed emphasizing curriculum restructuring, pedagogical innovation, staff retraining, infrastructural investment, industry collaboration, and policy realignment. The study recommends sustained integration of advanced technology courses as core requirements, alignment with global standards, and proactive engagement with regulatory bodies to ensure LIS education in Nigeria remains relevant and globally competitive.