Research Article

TECHNOLOGY-DRIVEN INTERVENTION FOR OUT-OF-SCHOOL CHILDREN IN NIGERIA: EXPLORING CHALLENGES AND PROSPECTS

Awolusi B. E1*, Kereakede EBIPADE2, C. I. AYABIOGBE3, Ehi EJEH4, Umar YUSUF5, Salisu B. I.
1 Department of Computer Science Education, Federal University of Education Zaria, Kaduna
2 Deparment of Biotechnology, Nigerian Defence Academy, Kaduna State Nigeria
3 Department of Health Education, Federal University of Education Zaria, Kaduna State, Nigeria
4 Department of Human Kinetics and Health Education, Ahmadu Bello University, Zaria, Kaduna
5 Department of Primary Education, Federal University of Education Zaria, Kaduna State, Nigeria.
* Corresponding author: awolusibayoezekiel@fcezaria.edu.ng
Published: Jun, 2026
Pages: 202-211
Views: 40
Downloads: 20

Abstract

Nigeria has one of the largest populations of out-of-school children (OOSC) globally, with estimates ranging from 11 to 17 million, most of whom live in Northern and rural areas. Persistent poverty, insecurity, gender disparities and inadequate infrastructure continue to restrict access to basic education. This study examined how technology can be leveraged to empower out-of-school children by addressing structural barriers and expanding digital opportunities. Using a secondary data empirical design, the study analyzed datasets and reports from national and international agencies. Descriptive statistical and thematic analyses were applied to assess trends in school exclusion, digital access and policy responses. Findings indicate that over 60% of out-of-school children are concentrated in Northern states, with rural exclusion rates (about 31%) far higher than urban rates (around 10%). Girls remain disproportionately affected in several regions. Although mobile phone penetration is relatively high, limited rural broadband connectivity, unreliable electricity and high internet costs constrain digital learning initiatives. While policies increasingly promote ICT integration and broadcast learning programs have improved access during disruptions, implementation gaps remain. The study concluded that technology has strong potential to empower out-of-school children (OOSC) in Nigeria by expanding access to flexible and inclusive learning opportunities. It recommends that the government should partner with NGOs and technology companies to invest in Rural Digital Infrastructure and address socio-cultural barriers limiting girls’ participation and ensure inclusion of children with disabilities and displaced learners, while improving data systems and enhancing collaboration among government agencies, NGOs and development partners to ensure sustainable implementation. 

Keywords

Out-of-school children educational technology digital-driven Intervention ICT integration

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How to Cite

E, A. B., EBIPADE, K., AYABIOGBE, C. I., EJEH, E., YUSUF, U., & I., S. B. (2026). TECHNOLOGY-DRIVEN INTERVENTION FOR OUT-OF-SCHOOL CHILDREN IN NIGERIA: EXPLORING CHALLENGES AND PROSPECTS. Journal of Educational Research and Development, 21(2), 202-211.

A. B. E, K. EBIPADE, C. I. AYABIOGBE, E. EJEH, U. YUSUF, and S. B. I., "TECHNOLOGY-DRIVEN INTERVENTION FOR OUT-OF-SCHOOL CHILDREN IN NIGERIA: EXPLORING CHALLENGES AND PROSPECTS," Journal of Educational Research and Development, vol. 21, no. 2, pp. 202-211, June 2026.

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