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

Problem Statement

Library and Information Science (LIS) education in Nigeria is at a critical point. Traditional curricula focused on cataloguing, classification, and reference services no longer meet the demands of a technology-driven society. Recent advances in artificial intelligence, the Internet of Things (IoT), big data, cloud computing, blockchain, digital scholarship tools, and information ethics have transformed professional expectations (Awodoyin & Okiki, 2023; Oyetola et al., 2024). Graduates lacking exposure to these technologies risk being underprepared for modern library and information environments (Sibiya, 2023; Yadav, 2022).

Existing LIS curricula in Nigeria remain largely outdated and weak in technological integration (Adebayo & Alex-Nmecha, 2019; Babalola et al., 2018). Studies show that African LIS programs lag behind global trends due to inadequate infrastructure, limited skilled faculty, and resistance to change (Abubakar, 2021; Mubofu & Mambo, 2023). This is often reflected in limited access to digital infrastructure, insufficient integration of emerging technology courses into curricula, and constrained opportunities for faculty upskilling, which collectively hinder the development of relevant digital competencies among graduates (Bouaamri et al., 2022; Ocholla & Bothma, 2007; Ogunjimi et al., 2026; Raju, 2015, 2020; Sibiya & Ngulube, 2024). Although some schools have begun introducing digital courses, integration remains inconsistent and superficial. These shortcomings contribute to persistent challenges such as declining student enrollment (Adetayo et al., 2024), limited employability in technology-driven sectors (Malik & Ameen, 2021; Shah et al., 2023), and a widening gap between LIS education and professional realities.

Unlike most previous studies that have focused primarily on student perceptions, curriculum content reviews, or employer expectations, this study is distinctive in centering on the perspectives of LIS educators, who are the key drivers of curriculum design and reform in Nigeria. While this study combines content analysis of curricula with empirical evidence from educators’ experiences, the study bridges the gap between theoretical curriculum frameworks and the realities of implementation in Nigerian universities. Furthermore, by benchmarking these findings against the IFLA Guidelines for Professional LIS Education Programmes, the study contributes a context-specific and internationally aligned framework for reforming LIS curricula. Against this backdrop, this study investigates the integration of emerging technologies into LIS education in Nigeria, with the aim of identifying existing gaps and providing a basis for proposing a framework for curriculum reform.

Objectives of the Study

The study was guided by the following specific objectives:

(1) To examine the extent of integration of emerging technologies in LIS education in Nigeria.

Emerging Technologies and LIS Education

Scholarly attention on LIS education has consistently indicated the need for education reform in response to technological change. In Nigeria, Abubakar (2021) highlights challenges such as inadequate funding, poor infrastructure, and limited qualified faculty that hinder the adoption of digital innovations. Similarly, Adebayo and Alex-Nmecha (2019) report that LIS students receive insufficient practical training in areas like digitization and information literacy, while Adetayo et al. (2024) link declining enrollment to poor awareness of technological opportunities. Ezeani et al. (2015) further note the limited adoption of digital archiving and data mining skills among academic librarians, and Ariole et al. (2017) stress the need to restructure LIS curricula and provide better-equipped laboratories. Babalola et al. (2018) also argue for embedding entrepreneurship into LIS education to prepare graduates for self-employment in areas such as indexing, publishing, and knowledge management.

Recent scholarship has explored specific emerging technologies in LIS education. Oyetola et al. (2024) observe that although LIS educators in Nigeria recognize the relevance of artificial intelligence, adoption remains constrained by low competency, weak connectivity, and faculty resistance. Awodoyin and Okiki (2023) similarly report positive perceptions of the Internet of Things (IoT) but note underutilization caused by poor funding and inadequate infrastructure. Ocholla (2021) reflects on the disruption of LIS education in Africa during the COVID-19 pandemic, emphasizing the urgency of technology-driven learning. In South Africa, Sibiya (2023) finds that LIS graduates require additional education in digital scholarship, while Mubofu and Mambo (2023) argue that Tanzanian LIS curricula insufficiently address global digital trends, particularly in literacy and inclusion. Kwanya (2024) projects that the Fourth Industrial Revolution (4IR) will transform LIS education, asserting that the convergence of digital, physical, and biological systems, alongside technologies such as AI, IoT, big data, and cloud computing, demands a radical transformation of both curriculum and skill sets.

In India, Husain and Nazim (2015) advocate integrating knowledge management into LIS curricula, while Kumar (2023) reports strong student support for the adoption of IoT in libraries. Yadav (2022) identifies computing, data management, and soft skills as critical competencies in the digital age. In Pakistan, Malik and Ameen (2021) and Shah et al. (2023) observe that employment opportunities remain largely traditional despite new digital roles, and Shah et al. (2024) highlight the urgent need to build technological competencies among professionals. Similarly, Krtalić and Mandl (2019) and Inskip (2015) emphasize emerging didactic trends and the integration of information literacy into LIS education, while Roknuzzaman and Umemoto (2013) recommend incorporating knowledge management into curricula as a form of innovation. Jankowska et al. (2014) extend this discourse to sustainability, demonstrating how LIS schools can embed global issues into their programs. Across the reviewed literature, studies show that while Nigeria shares challenges with other African nations, it significantly lags behind its global counterparts in aligning LIS education with rapidly changing technological and professional landscapes. These disparities reinforce the necessity of benchmarking against international guidelines such as IFLA to guide reform. Although some Nigerian LIS schools are beginning to embrace elements such as AI, IoT, and digital information systems, yet, gaps remain in practice, infrastructure, and policy alignment.

Benchmarking LIS Education With IFLA Guidelines

The global Library and Information Science (LIS) community has long recognized the need for education that balance traditional library values with evolving technological developments. To address this, the International Federation of Library Associations and Institutions (IFLA) developed the Guidelines for Professional Library and Information Science (LIS) Education Programmes (Chu et al., 2022), which provide a global framework for LIS curriculum design and evaluation. The guidelines serve as a benchmark for LIS schools worldwide, outlining foundational knowledge areas (FKAs) that reflect the core competencies required of contemporary information professionals. A central feature of the guidelines is the identification of eight Foundational Knowledge Areas (FKAs) that form the backbone of professional LIS education. These FKAs are:

(1) Information in Society—situating the role of information within cultural, economic, legal, and political contexts, and ensuring graduates can critically engage with issues of information ethics, policy, and social justice.

Benchmarking Nigerian LIS education against the IFLA Guidelines is essential because it enables a systematic evaluation of how well local programs align with international best practices. The guidelines provide a globally endorsed framework for identifying strengths, weaknesses, and gaps that may not be apparent through internal assessments alone. In particular, the IFLA framework emphasizes the integration of ICTs, digital literacies, and innovation-oriented competencies, which are areas often underrepresented in Nigerian LIS curricula. As documented in several studies (Abubakar, 2021; Mubofu & Mambo, 2023; Oyetola et al., 2024), most LIS programs in Nigeria retain a strong focus on traditional library operations while giving limited attention to advanced technologies such as artificial intelligence, data science, and cloud computing. By using the IFLA framework as a benchmark, educators and policymakers can evaluate the extent to which LIS schools are meeting international expectations for professional readiness.

Moreover, aligning LIS education with IFLA’s guidelines provides an evidence-based foundation for curriculum reform and policy dialogue in Nigeria. The benchmarking process does not merely compare curricular content; it also provides a justification for reform that aligns with global standards. It ensures that curriculum redesign efforts are not ad hoc but grounded in an internationally validated framework that values adaptability, innovation, and professional competence. Thus, this study’s adoption of the IFLA Guidelines as a reference point allows for a comprehensive assessment of Nigerian LIS education while ensuring that the proposed framework for integrating emerging technologies remains both globally informed and locally relevant. In addition, the centrality of LIS education in preparing professionals for technological change is well established in the literature. Studies have consistently shown that curriculum design, faculty expertise, and institutional capacity determine how effectively emerging technologies are integrated into professional training (Husain & Nazim, 2015; Inskip, 2015). As such, examining LIS educators’ perspectives provides critical data on the opportunities and constraints shaping curriculum reform.

Research Question 1: To What Extent Are Emerging Technologies Integrated Into LIS Education in Nigeria?

The study sought to examine the extent to which emerging technologies are integrated into the education of six selected library schools in Nigeria through content analysis. The analysis identified courses directly or indirectly related to emerging technologies, classified by level and category. The results are presented in Tables 1–5, showing the frequency and percentage distribution of these courses.

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Table 1

Courses Related to Emerging Technologies/Trends in LIS Curriculum

S/N	Course title	Level	Category
1	Introduction to Information Technology in Society	100	Core
2	Internet and Information Searching	100	Core
3	Introduction to Telecommunication	200	Elective
4	Computers in Information Work	200	Core
5	Introduction to Operating Systems	200	Core
6	Media Resources and Services in Information Work	200	Elective
7	Information and Communication Technology	300	Core
8	Information Systems Analysis and Design	300	Elective
9	Introduction to Application Packages in Information Work	400	Core
10	Introduction to Digital Information Systems and Services	400	Core
11	Introduction to Medical Informatics	400	Elective

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Table 2

Frequency Distribution of Status of Identified Emerging Technology Courses

Category	Frequency	Percentage (%)
Emerging Technology Courses Identified	11	100%
	100 Level-2	18.2%
	200 Level-4	36.4%
	300 Level-2	18.2%
	400 Level-3	27.2%
Core Courses	7	63.6%
Elective/Restricted Elective Courses	4	36.4%

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Table 3

Distribution of Emerging and Traditional Courses in the LIS Curriculum

Course category	Frequency	Percentage (%)
Emerging Technology Courses	11	18.0%
Traditional Courses	50	82.0%
Total	61	100%

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Table 4

Cross-Tabulation of Course Category by Level

Level	Emerging courses (f)	Emerging (%)	Traditional courses (f)	Traditional (%)	Total (f)
100 Level	2	16.7%	10	83.3%	12
200 Level	4	17.4%	19	82.6%	23
300 Level	2	14.3%	12	85.7%	14
400 Level	3	25.0%	9	75.0%	12
Total	11	18.0%	50	82.0%	61

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Table 5

Cross-Tabulation of Course Category by Status

Course category	Core (f)	Core (%)	Elective (f)	Elective (%)	Total (f)
Emerging Courses	7	63.6%	4	36.4%	11
Traditional Courses	36	72.0%	14	28.0%	50
Total	43	70.5%	18	29.5%	61

Table 1 presents the distribution of these courses across the four levels of study. Eleven courses were identified as technology-related, representing about 18% of the total curriculum. This indicates that Nigerian LIS programs still emphasize traditional library areas over technology-driven competencies. Most identified courses are introductory, such as Introduction to Information Technology in Society and Computers in Information Work, offered at the 100 and 200 levels. Advanced or specialized areas such as artificial intelligence, big data analytics, cloud computing, blockchain, and virtual reality are absent. A significant proportion of these courses are electives, implying that some students may graduate without exposure to crucial technological skills. For instance, Information Systems Analysis and Design and Medical Informatics are elective courses, meaning students who avoid them may lack relevant professional competencies. As a result, Table 1 demonstrates that while Nigerian LIS schools have made some progress in introducing digital content into their curricula, the coverage is shallow, unevenly distributed, and largely introductory in nature. The absence of advanced technology courses reflects a curricular gap between what is taught in LIS schools and the competencies required in today’s digital information environment.

Table 2 shows that 63.6% of the courses identified are core while 36.4% are electives. The highest concentration (36.4%) occurs at the 200 level, with courses such as Telecommunication, Computers in Information Work, and Operating Systems. At the 100 level, introductory courses dominate, while at the 300 and 400 levels, students encounter slightly more advanced courses such as Information and Communication Technology, Application Packages, and Digital Information Systems. Despite this progression, the absence of courses in artificial intelligence, big data, blockchain, and cloud computing indicates a shallow technological base. In sum, the findings reveal that while Nigerian LIS curricula reflect some integration of technology-related content, the coverage is minimal and uneven. Most courses focus on basic ICT literacy, leaving advanced technologies underrepresented. This limited exposure creates a gap between the skills LIS graduates acquire and the competencies required in modern, technology-driven information environments.

Table 3 shows that emerging technology courses constitute only 18.0% (f = 11) of the total LIS curriculum, whereas traditional courses account for a dominant 82.0% (f = 50). This distribution indicates a clear imbalance in the overall curriculum structure, with a significantly greater emphasis placed on non-emerging courses. The relatively low proportion of emerging technology courses suggests that they occupy a limited position within the program when compared to the total number of courses offered.

Table 4 further reveals that this imbalance is consistent across all levels of study. At the 100 level, emerging courses account for 16.7% (f = 2) compared to 83.3% (f = 10) for traditional courses. A similar pattern is observed at the 200 and 300 levels, where emerging courses remain below 20% of total offerings. Although the 400 level shows a slight increase to 25.0% (f = 3), traditional courses still predominate. This indicates that the integration of emerging technology courses does not substantially improve as students progress through the program.

Table 5 presents the distribution by course status and shows that 63.6% (f = 7) of emerging courses are core, while 36.4% (f = 4) are elective. In comparison, traditional courses have a higher proportion of core offerings at 72.0% (f = 36), with only 28.0% (f = 14) as electives. This suggests that traditional courses are more firmly embedded as compulsory components of the curriculum, whereas a notable proportion of emerging courses remain optional, potentially limiting students’ exposure to them.

Research Question 2: How Do LIS Programs in Nigeria Prepare Students for Participation in the Digital Information Environment?

Findings from the interviews reveal that Nigerian LIS programs attempt to prepare students for the digital information environment, but their effectiveness is constrained by several factors, including a persistent theory–practice gap, inadequate infrastructure, weak industry collaboration, and limited educator capacity. As a result, students often complete their studies with conceptual understanding of digital technologies but lack the hands-on competence demanded in professional settings.

On the theory–practice gap, participants consistently noted that although ICT-related courses exist, instruction remains largely theoretical. As Participant 1 explained, “We have courses like Introduction to ICT and Digital Information Systems, but most times they are handled with slides and lectures. Students rarely work with the applications or systems discussed. They understand the concepts but lack practical confidence when they graduate.” Other participants also expressed this concern. Participant 3 noted that “Even when practical components are included in the course outline, the implementation is weak, and students are not sufficiently exposed to real systems.” Similarly, Participant 6 stated that “Our graduates often understand the theory, but when they enter the workplace, they struggle to apply what they have learned in practical settings.”

Infrastructural inadequacy further limits effective preparation. Participant 2 observed that even where curricula include relevant digital content, outdated equipment and limited access to modern software hinder practical engagement. According to the participant, “Sometimes a class of 100 students shares fewer than 20 functional computers. The labs are obsolete, and software licenses have expired. So, students rely on theory and struggle to cope in real digital library environments.” Other participants noted similar challenges. Participant 4 explained that “Even when digital courses are introduced, there are no adequate facilities or reliable internet access to support practical training.” In the same vein, Participant 5 noted that “The available infrastructure does not reflect current industry standards, making it difficult for students to gain relevant experience.”

Weak collaboration between LIS schools and the information industry also emerged as a challenge. Participant 3 noted that “…We don’t have strong partnerships with digital libraries, archives, or tech companies. Internships are not well structured, so many students graduate without ever working on a real digital platform…” Other participants reinforced this view. Participant 1 indicated that “Many students are attached to traditional library settings during internships, where exposure to modern technologies is limited.” Similarly, Participant 6 observed that “There is minimal engagement with industry professionals who could provide practical insights into current digital practices.” As a result, students graduate without the necessary workplace experience that could make them more competitive in the labor market.

While some institutions organize workshops on digital tools, Participant 4 explained that these are inconsistent and infrequent, making it difficult for students to build sustained digital competencies. As stated, “Sometimes, external bodies or NGOs organize workshops for our students on things like digitization or the use of library software, but these are not consistent. It could happen once in two years, and that is all. They learn a bit today, then wait months or even years before the next opportunity comes. That kind of irregular exposure is not enough to develop real digital skills.” Participant 2 supported this by noting that “Such training opportunities are not embedded within the curriculum, so students do not experience continuous skill development.”

The issue of educator preparedness was also emphasized. Participant 5 admitted that many lecturers require retraining to effectively teach modern technology courses, noting that “To be honest, many of us who teach in library schools also need retraining. Some of the emerging technologies are new even to us. For example, when students ask practical questions about AI or cloud computing, not every lecturer can demonstrate how it works. We need professional development to update our skills.” Other participants also shared this concern. Participant 2 stated that “Some lecturers are not sufficiently equipped to teach emerging technologies beyond theoretical explanations,” while Participant 6 added that “Without continuous training, it is difficult for educators to keep pace with rapid technological changes.”

Research Question 3: What Gaps Exist Between LIS Education in Nigeria and the Competencies Required by the Information Industry?

Research Question 4: What Framework Can Be Proposed to Improve the Integration of Emerging Technologies Into LIS Education in Nigeria Based on the Identified Gaps?

Based on the findings from the benchmarking using IFLA guidelines and the perspectives of LIS educators, the six main gaps that emerged from the results are: shallow coverage of emerging technologies, a theory–practice gap, inadequate infrastructure, weak industry linkages, limitations in educator capacity, and weak policy alignment. On the basis of these gaps, we propose a framework for effective integration of emerging technologies into LIS curricula in Nigeria. The framework, as presented in Figure 1, is represented as a multi-pillar model. Each pillar addresses a key component necessary for effective reform:OPEN IN VIEWER

Figure 1 illustrates the dynamic interplay between emerging technologies and LIS curriculum design, emphasizing how innovations such as artificial intelligence, the Internet of Things, virtual/augmented reality, and big data inform the structuring of core courses, electives, and competency development. It highlights the cascading effects of curriculum design on teaching and pedagogy, learning outcomes, and assessment practices, ultimately shaping the experiences and capabilities of key stakeholders, including students, faculty, employers, and libraries. Through the mapping of these interconnections, the framework offers a structured guide for embedding technological advancements into LIS education, ensuring professional relevance, practical proficiency, and the cultivation of adaptive, technology-literate graduates.

At the heart of the framework is curriculum design, which mediates the influence of technological innovations on learning processes and outcomes. Curriculum design encompasses the structuring of core courses, the selection of elective modules, and the development of skills and competencies aligned with professional standards. When technological content, practical exercises, and experiential learning opportunities are strategically embedded, LIS programs cultivate both theoretical understanding and applied proficiency among students.

Curriculum design directly shapes three interrelated domains such as teaching and pedagogy, learning outcomes, and assessment and evaluation. In the teaching and pedagogy domain, instructors employ innovative methods and technological tools to foster interactive, adaptive, and collaborative learning environments. This approach enhances student engagement and facilitates experiential learning, allowing students to apply emerging technologies in authentic library contexts. Learning outcomes reflect the curriculum’s focus on knowledge acquisition, skill development, and critical thinking, equipping graduates with the capacity to navigate complex information ecosystems. Assessment and evaluation strategies are calibrated to measure not only knowledge retention but also technological literacy, professional competencies, and readiness for practice.

The framework positions stakeholders, including students, faculty, employers, and libraries, at the terminus of this interdependent process. For students, integration of emerging technologies enhances employability, adaptability, and lifelong learning potential. Faculty benefit from opportunities to refine pedagogical strategies and engage in research-led teaching. Employers and the LIS profession gain a workforce capable of delivering advanced information services and responding to technological change. Libraries, as primary sites of practice, experience improved operational effectiveness, user engagement, and adoption of smart services aligned with contemporary information management trends.

Policy Implications of the Proposed Framework

The framework developed in this study carries several important policy implications for different stakeholders in LIS education in Nigeria:

(1) National Universities Commission (NUC) should initiate a review of the Common Core Minimum Academic Standards (CCMAS) to grant greater flexibility to LIS schools in introducing advanced technology courses as core rather than elective components. Beyond flexibility, the NUC should mandate a minimum threshold of technology-oriented credits in LIS programs, reflecting the competencies outlined in global frameworks such as the IFLA Guidelines for Professional LIS Education Programmes and the ALA Core Competencies.

Limitations of the Study

This study has some limitations. First, the study focused on only six purposively selected library schools across Nigeria, representing each of the six geopolitical zones. While these institutions were chosen based on their ranking, facilities, and pioneering status, the findings may not fully capture the realities of all LIS schools in the country, particularly newer or less-resourced institutions. Second, the study relied on content analysis of curricula documents and interviews with heads of library schools. Although these methods provided rich insights into the integration of emerging technologies, the perspectives of other stakeholders, such as students, recent graduates, and employers in the information industry, were not directly included. Their experiences could have offered a more holistic understanding of the alignment between curriculum content, graduate competencies, and industry expectations. Third, the study’s qualitative interviews were limited to six participants due to time and resource constraints. Although the participants were senior academics, the small sample size restricts the generalizability of the findings. Finally, the use of scheduled WhatsApp calls for interviews may have affected the depth of engagement compared to face-to-face discussions.

Suggestions for Further Studies

Following the limitations in this study, future research should adopt a broader scope by including a larger number of LIS schools across Nigeria and possibly extending to other African countries for comparative analysis. Further studies should also incorporate the perspectives of students, alumni, and employers to provide a comprehensive assessment of how LIS curricula prepare graduates for the demands of the digital information landscape. Future studies may therefore adopt additional methods such as classroom observation, course syllabi analysis, or student feedback to examine the actual implementation of emerging technology courses in LIS programs. Additionally, longitudinal studies could be conducted to track how curriculum reforms in LIS schools impact graduate employability and professional relevance over time.

Future research may also explore the integration of specific emerging technologies, such as artificial intelligence, big data, blockchain, and virtual/augmented reality, into LIS education, assessing both pedagogical approaches and practical outcomes. Finally, experimental or pilot interventions in curriculum reform could be undertaken to test models for embedding emerging technologies into LIS programs, offering evidence-based frameworks for national and regional adoption.