A Professor of Educational Technology at the University of Ilorin, Kwara State North Central Nigeria, Aderonke Soetan, has called on government, schools and education stakeholders to prioritise the use of appropriate language and instructional resources to improve learning outcomes in Nigerian classrooms.
Professor Soetan made the call while delivering the 295th Inaugural Lecture of the University of Ilorin, titled “Unlocking Learning Potentials: The Right Language and Instructional Resources”.
She noted that learning in the 21st century has moved beyond teacher-dominated approaches, stressing that students learn better when teaching is learner-centred and supported with relevant instructional materials.
“Learning today is student-centred, and teachers must deliberately use appropriate instructional resources to awaken learners’ potentials and promote meaningful learning,” she said.
The professor emphasised the need for inclusive education, urging schools to adopt assistive technologies to support learners with special needs.
According to her, access to language learning and instructional resources should be equitable, regardless of learners’ physical or learning challenges.
Development of Instructional Materials
She also advocated the development of instructional materials in indigenous Nigerian languages, particularly Yorùbá, saying this would enhance understanding, preserve cultural identity and strengthen early learning.
“Educational technologists, curriculum developers and language educators must collaborate to produce culturally relevant instructional materials in indigenous languages. This will not only improve comprehension but also help preserve our linguistic heritage,” she stated.
Professor Soetan called on government and education authorities to fully enforce the National Policy on Education and the National Language Policy, especially the provision on mother-tongue instruction at the early stages of education.
She explained that effective teaching in the mother tongue, supported with adequate instructional resources, would lay a stronger foundation for children’s cognitive development.
Educational Technologies
On technology, the inaugural lecturer urged schools at all levels to integrate educational technologies such as mobile applications, multimedia tools and interactive boards into language teaching.
She cited innovations like Opón-Ònka and the ÈDÈ App as examples of tools that can improve learner engagement and outcomes.
She also stressed the importance of continuous professional development for teachers, saying regular training would help them design, improvise and effectively use both technology-based and mother-tongue instructional materials.
“Teachers should be empowered to improvise instructional materials using locally available resources, especially where standard materials are not available,” she stated.
Professor Soetan further recommended the establishment and strengthening of instructional resource centres in educational institutions, where teaching materials can be produced, stored and accessed by teachers to support classroom practice.
She highlighted the role of parents and communities in supporting language learning, urging them to encourage the use of the mother tongue at home to complement school efforts and promote cultural continuity.
According to her, instructional resources play a critical role in reducing abstraction in learning by turning concepts into concrete experiences through field trips, models, pictures, games, simulations, animations and online resources.
She concluded by calling for increased research into indigenous language technology, encouraging scholars to explore artificial intelligence, natural language processing and digital innovations for the documentation, learning and preservation of Nigerian languages, particularly Yorùbá.
“Promoting research in indigenous language technology is key to ensuring that our languages remain relevant and accessible in the digital age,” she added.