By Iroyin Yoruba Television
Two public secondary schools in Lagos State have received new Artificial Intelligence technology centres designed to give students and teachers greater access to digital learning, modern computing equipment and online educational resources.
The facilities were commissioned at Gbagada Senior Grammar School and Lanre Awolokun High School in Gbagada as part of a wider education and technology initiative led by the Leo Stan Ekeh Foundation in collaboration with companies within the Zinox Group.
The project comes as artificial intelligence, digital skills and internet-based learning increasingly influence the way students prepare for further education and employment.
For the two schools, the new centres are intended to move technology beyond occasional computer lessons and make digital resources part of the broader learning environment.
WHAT THE NEW CENTRES PROVIDE
Each of the two centres has been equipped with Zinox all-in-one desktop computers and large interactive screens incorporating AI-enabled functions.
The facilities also include renewable-energy systems designed to provide electricity around the clock and two years of satellite internet connectivity.
The combination of computers, interactive displays, electricity and internet access is significant because digital education depends on more than simply putting computers inside a classroom.
Students need functioning equipment, reliable electricity and connectivity if they are to access online learning platforms consistently.
The new centres are therefore designed as complete digital learning environments rather than computer rooms dependent entirely on conventional classroom teaching.
WHY AI EDUCATION IS BECOMING MORE IMPORTANT
Artificial intelligence is rapidly becoming part of education, business, communication, engineering, finance and many other areas of the economy.
For students, early exposure can help them understand how digital tools work and how such technologies can be applied to research, problem-solving and creative work.
However, access to AI technology also requires students to develop the ability to evaluate information critically.
An AI system can produce information quickly, but students still need to understand how to check information, identify errors, protect personal information and use technology responsibly.
This makes the role of teachers particularly important.
Technology can provide tools and resources, but teachers remain central to helping students understand what they are learning and how to apply it.
THE DIGITAL DIVIDE
One of the challenges facing digital education in Nigeria is unequal access.
Some students have access to computers, smartphones and high-speed internet at home, while others may depend almost entirely on facilities provided by their schools.
This difference can affect how easily students develop digital skills.
Providing technology centres in public schools can help reduce part of that gap by bringing equipment and connectivity into the school environment.
The impact, however, will depend on how regularly the centres are used and whether teachers receive sufficient support to integrate the technology into lessons.
A computer laboratory that is rarely used will have limited educational impact.
A facility incorporated into mathematics, science, computer studies, research, language learning and project-based activities can provide much broader benefits.
TEACHERS REMAIN CENTRAL TO THE PROJECT
At the commissioning, Leo Stan Ekeh emphasised the importance of teachers and called for greater investment in education and improved support for educators.
His comments highlight an important point about technology-driven education: equipment alone cannot transform learning.
Teachers need training to understand the tools available to them and to determine when those tools genuinely improve learning.
They also need sufficient time and resources to prepare technology-supported lessons.
As AI becomes more common, teachers may increasingly have to help students distinguish between information generated by software and information verified through reliable evidence.
That means digital literacy will need to become part of broader education rather than being treated as a specialised subject for only a small group of students.
SCHOLARSHIPS FOR OUTSTANDING STUDENTS
The initiative also includes a scholarship component.
The foundation announced plans to provide full university scholarships and advanced technology training to students who demonstrate strong academic performance.
The organisation said the first beneficiaries had already gained admission to study computer science and computer engineering at universities in Nigeria.
The foundation has also stated that it is working toward developing 1,000 technology-skilled young Nigerians with globally recognised qualifications.
This approach connects secondary-school technology exposure with opportunities for further education.
Students who develop an interest in computing at secondary-school level can potentially continue into university programmes in computer science, engineering, information technology and related disciplines.
The scholarship component could also be particularly significant for talented students whose families may struggle to finance higher education.
FROM COMPUTER ACCESS TO CAREER DEVELOPMENT
Digital education is increasingly linked to employment opportunities.
Companies across many sectors now require workers who can use computers, analyse information, work with digital systems and adapt to new technologies.
Students who develop those skills early can have more time to build competence before entering university or the labour market.
The new centres could therefore serve as a foundation for practical learning.
Students could use them for coding exercises, research projects, presentations, digital design, data analysis and other technology-based activities.
With appropriate supervision, the centres could also become spaces where students work together on projects rather than simply consuming digital content.
THE IMPORTANCE OF RELIABLE POWER
Electricity remains a practical consideration for technology-based education.
Computers, interactive screens, network equipment and internet devices all require dependable power.
The renewable-energy systems installed at the two centres are therefore an important part of the project.
Without reliable electricity, schools can struggle to maintain consistent digital learning schedules.
The inclusion of dedicated renewable-energy infrastructure is intended to reduce that limitation and allow the centres to remain operational for longer periods.
It also introduces students to another important area of technology: renewable energy and the relationship between energy availability and digital infrastructure.
INTERNET CONNECTIVITY EXPANDS LEARNING BEYOND THE CLASSROOM
The satellite internet component also expands what students can access.
A connected classroom can provide access to digital libraries, educational platforms, research materials, online courses, tutorials and other resources that may not be physically available in the school.
This can change the role of the classroom from a closed environment into a gateway to a much wider body of information.
At the same time, internet access creates responsibilities.
Students need to understand online safety, privacy, misinformation, copyright, responsible communication and appropriate use of digital platforms.
Teachers and school administrators therefore have an important role in ensuring that increased connectivity is accompanied by digital citizenship education.
A BROADER EDUCATION PROGRAMME
The foundation said the Gbagada project forms part of a much wider education and technology programme.
It reported that it has completed 123 projects across primary, secondary and tertiary institutions over a period spanning several decades.
Previous projects have included digital ICT centres and technology facilities at institutions including Imo State University, St. Augustine University in Epe, Federal University Birnin Kebbi, Bakambara Day Secondary School in Kebbi State and Holy Ghost College in Owerri.
The broader programme suggests that the latest project is not being treated as an isolated donation.
Instead, it forms part of an effort to use technology infrastructure and educational support to develop young Nigerians.
WHY PUBLIC SCHOOLS MATTER
The decision to establish the two new centres in public secondary schools is also significant.
Public schools serve large numbers of students from different economic backgrounds.
Improving technology access in those schools can potentially expose more young people to digital tools without requiring every family to purchase expensive equipment.
This does not eliminate the wider digital divide, but it can provide students with access to resources that may otherwise be unavailable to them.
The long-term value will depend on maintenance, teacher participation, student usage and continued investment.
Computers eventually require repairs and replacement.
Internet subscriptions require renewal.
Software and hardware change.
Training also needs to continue.
For that reason, sustainable digital education requires a maintenance and upgrade plan rather than a one-time installation.
STUDENTS WILL NEED MORE THAN BASIC COMPUTER SKILLS
The emergence of AI means digital education cannot stop at teaching students how to operate computers.
Future students will increasingly need to understand how to work with digital information.
They may need to know how to formulate questions for AI systems, assess generated answers, compare information from different sources and recognise inaccurate or misleading material.
They will also need to understand ethical questions surrounding artificial intelligence.
These include privacy, intellectual property, academic integrity, automated decision-making and the responsible use of personal information.
Introducing such concepts at secondary-school level could help students develop more responsible technology habits before they enter university or the workplace.
OPPORTUNITIES FOR TEACHER DEVELOPMENT
The new centres could also provide opportunities for teachers to develop their own digital capabilities.
Teachers who become comfortable with technology can use digital resources to supplement traditional teaching methods.
They can create interactive lessons, demonstrate concepts visually, introduce students to online research and provide additional learning materials.
AI tools may also help educators prepare educational content, but teachers still need to verify the information and ensure that it meets curriculum requirements.
This creates a need for professional development.
The effectiveness of the new centres could therefore be strengthened if teachers receive continuing training alongside the infrastructure.
BUILDING A TECHNOLOGY PIPELINE
Nigeria's technology sector requires a steady supply of skilled workers.
Developing that workforce begins long before university.
Students first need exposure to technology, followed by opportunities to practise, experiment and build projects.
They then need pathways into higher education, vocational training or employment.
The Gbagada initiative attempts to connect several parts of that pathway by combining school-based technology infrastructure with scholarships and advanced training opportunities.
The foundation's stated goal of developing 1,000 technology-skilled young Nigerians reflects this longer-term approach.
THE ROLE OF GOVERNMENT AND PRIVATE ORGANISATIONS
Government remains responsible for the broader public education system, but private-sector participation can supplement public investment.
Technology companies, foundations, telecommunications providers and other organisations can contribute equipment, expertise, connectivity and training.
However, partnerships work best when they complement rather than replace public responsibility.
Schools still require qualified teachers, adequate classrooms, curriculum development, funding, security and effective administration.
Private initiatives can add value by addressing specific gaps while government maintains the wider education system.
WHAT SUCCESS COULD LOOK LIKE
The success of the two centres should ultimately be measured by educational outcomes rather than the number of computers installed.
Useful indicators could include how many students regularly use the facilities, how many teachers integrate them into lessons, what technology skills students acquire and whether students develop measurable improvements in digital literacy.
Other indicators could include participation in coding or technology competitions, completion of digital projects, university admissions into technology-related courses and access to further training.
Such measurements would help determine whether the investment is producing sustained educational value.
A MODEL THAT COULD BE EXPANDED
If the Gbagada centres prove effective, similar models could potentially be adapted for other public schools.
Nigeria has a large secondary-school population spread across urban and rural communities.
A national expansion would require substantial funding, but the basic model could be adapted to different environments.
Schools with limited electricity could prioritise renewable-energy systems.
Schools with poor connectivity could receive dedicated internet infrastructure.
Schools with limited computer access could establish shared technology centres.
The exact approach would need to reflect local conditions.
THE NEXT GENERATION OF NIGERIAN TECHNOLOGY TALENT
The two new AI centres arrive at a time when Nigeria's young population is increasingly entering an economy shaped by digital technology.
Students currently sitting in secondary-school classrooms will eventually become engineers, entrepreneurs, software developers, teachers, researchers, doctors, financial professionals, designers and business owners.
Many of those careers will involve technology even when technology is not the primary profession.
Providing students with early exposure to AI and digital tools can therefore have applications far beyond computer science.
The larger objective is to ensure that young Nigerians are not merely consumers of technology but can also understand, create and use it productively.
CONCLUSION
The commissioning of AI technology centres at Gbagada Senior Grammar School and Lanre Awolokun High School represents a new investment in digital learning at the secondary-school level.
The facilities combine computers, AI-enabled interactive screens, renewable power and satellite internet connectivity, giving students and teachers access to a wider range of digital educational resources.
The accompanying scholarship and technology-training plans add another dimension to the initiative by creating potential pathways from secondary-school education into university-level technology programmes.
But the long-term impact will depend on what happens after the opening ceremony.
The centres will need regular use, maintenance, teacher training, reliable connectivity and continued educational support.
Students will also need guidance on responsible and critical use of artificial intelligence.
If those elements are maintained, facilities such as these can become more than computer rooms. They can serve as practical learning environments where young Nigerians develop digital skills, explore new technologies and prepare for an economy in which technological knowledge is becoming increasingly important.
For the students of the two Gbagada schools, the immediate opportunity is access to tools that were previously unavailable to many public-school learners.
For the wider education system, the initiative highlights a larger question: how Nigeria can ensure that access to artificial intelligence and digital learning becomes a normal part of education rather than an advantage available only to students in better-resourced schools.