Integrating Emerging Technologies into Science, Technology, Engineering, and Mathematics (STEM) Curriculum for Enhanced Skills Acquisition in Kano State Science and Technical Schools

Hamzah Sanusi Nassarawa; Iliyasu Bashir; Enefola Haruna Aminu; Aminu Muhammad; Bello Ibrahim Kangiwa

doi:doi:10.11648/j.sjedu.20251306.14

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Integrating Emerging Technologies into Science, Technology, Engineering, and Mathematics (STEM) Curriculum for Enhanced Skills Acquisition in Kano State Science and Technical Schools

Hamzah Sanusi Nassarawa^*

, Iliyasu Bashir, Enefola Haruna Aminu, Aminu Muhammad, Bello Ibrahim Kangiwa

Published in Science Journal of Education (Volume 13, Issue 6)

Received: 15 August 2025 Accepted: 27 August 2025 Published: 9 December 2025

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Abstract

STEM education is pivotal for fostering innovation, economic growth, and workforce readiness in the 21st century, particularly in developing contexts where technological skills are becoming indispensable. In Kano State, Nigeria, STEM education is confronted with challenges such as outdated curricula, inadequate infrastructure, and limited exposure to emerging technologies including Artificial Intelligence (AI), Internet of Things (IoT), Robotics, and Virtual Reality/Augmented Reality (VR/AR). These challenges have hindered the ability of science and technical schools to equip learners with the practical skills and digital literacy required for the Fourth Industrial Revolution. This study investigates the current state of STEM education in Kano, highlighting systemic barriers such as insufficient teacher training, poor access to electricity and internet facilities, and fragmented policy implementation. It further reviews international and African best practices, drawing lessons from case studies in Rwanda, Kenya, and Ghana, where the integration of digital tools into STEM learning has significantly improved student engagement, creativity, and employability. The paper proposes a contextualized framework for Kano State that emphasizes policy alignment, curriculum modernization, infrastructure development, teacher capacity building, and public–private partnerships. The study underscores the transformative potential of emerging technologies to foster experiential learning, bridge educational gaps, and promote sustainable innovation. Recommendations include targeted investments, localized content development, and continuous professional training to ensure effective adoption and long-term impact.

Published in	Science Journal of Education (Volume 13, Issue 6)
DOI	10.11648/j.sjedu.20251306.14
Page(s)	206-212
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2025. Published by Science Publishing Group

Keywords

STEM Curriculum, Emerging Technologies, Skills Acquisition, Kano State Education, AI in Education, Educational Innovation

References

[1]	Ali, M. (2024). STEM education reforms in Kano State. Kano State Ministry of Education.
[2]	Boateng, P. (2024). Emerging technologies in African education. African Journal of Educational Technology, 12(3), 45-60.
[3]	Centre for Information Technology and Development (CITAD). (2013). Assessment of ICT in Kano schools. CITAD Publications.
[4]	Federal Ministry of Education. (2020). National policy on education in Nigeria (7th ed.). Nigerian Educational Research and Development Council (NERDC).
[5]	Ghana Code Club. (2023). Annual report on coding initiatives. https://ghanacodeclub.org/reports
[6]	Kenya Ministry of Education. (2016). Digital Literacy Programme (DLP): Implementation framework. Government of Kenya.
[7]	Muzakkari, M. Y. (2013). Challenges of science education in Northern Nigeria. Journal of African Educational Research, 8(2), 112-125.
[8]	National Information Technology Development Agency (NITDA). (2022). RoboRAVE Nigeria report. https://nitda.gov.ng/roborave
[9]	Nwosu, L., Adebayo, O., & Bello, A. (2021). STEM and employability in Nigeria. Journal of Science and Technology Education, 15(1), 78-94.
[10]	Popenici, S., & Kerr, S. (2017). Exploring the impact of artificial intelligence on teaching and learning in higher education. Research and Practice in Technology Enhanced Learning, 12(1), 22. https://doi.org/10.1186/s41039-017-0062-8
[11]	Republic of Rwanda. (2021). Coding in schools program: National implementation strategy. Ministry of Education, Rwanda.
[12]	Samuel, Iwanger Ruth and Amina Danladi Salisu, “Shaping the Future of STEM Education in Nigeria through Artificial Intelligence,” J. African Innov. Adv. Stud., vol. 07, no. 2, pp. 97-110, 2025, https://doi.org/10.70382/ajaias.v7i2.011
[13]	STEMbees. (2022). Girls in robotics initiative, Ghana: Annual impact report. https://stembees.org/reports
[14]	U. Abubakar, S. A. Onasanya, and H. A. Ibrahim, “Student perspectives and impact of AI integration in pedagogical practices in Nigerian tertiary institutions,” Adv. Mob. Learn. Educ. Res., vol. 4, no. 2, pp. 1135-1148, 2024, https://doi.org/10.25082/amler.2024.02.008
[15]	Webb, M., Davis, N., & Bell, T. (2019). Technology in STEM education: Global perspectives. Springer.
[16]	WeThinkCode. (2023). Virtual reality in South African universities: A case study. https://wethinkcode.co.za/vr-report

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Nassarawa, H. S., Bashir, I., Aminu, E. H., Muhammad, A., Kangiwa, B. I. (2025). Integrating Emerging Technologies into Science, Technology, Engineering, and Mathematics (STEM) Curriculum for Enhanced Skills Acquisition in Kano State Science and Technical Schools. Science Journal of Education, 13(6), 206-212. https://doi.org/10.11648/j.sjedu.20251306.14

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ACS Style

Nassarawa, H. S.; Bashir, I.; Aminu, E. H.; Muhammad, A.; Kangiwa, B. I. Integrating Emerging Technologies into Science, Technology, Engineering, and Mathematics (STEM) Curriculum for Enhanced Skills Acquisition in Kano State Science and Technical Schools. Sci. J. Educ. 2025, 13(6), 206-212. doi: 10.11648/j.sjedu.20251306.14

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AMA Style

Nassarawa HS, Bashir I, Aminu EH, Muhammad A, Kangiwa BI. Integrating Emerging Technologies into Science, Technology, Engineering, and Mathematics (STEM) Curriculum for Enhanced Skills Acquisition in Kano State Science and Technical Schools. Sci J Educ. 2025;13(6):206-212. doi: 10.11648/j.sjedu.20251306.14

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@article{10.11648/j.sjedu.20251306.14,
  author = {Hamzah Sanusi Nassarawa and Iliyasu Bashir and Enefola Haruna Aminu and Aminu Muhammad and Bello Ibrahim Kangiwa},
  title = {Integrating Emerging Technologies into Science, Technology, Engineering, and Mathematics (STEM) Curriculum for Enhanced Skills Acquisition in Kano State Science and Technical Schools},
  journal = {Science Journal of Education},
  volume = {13},
  number = {6},
  pages = {206-212},
  doi = {10.11648/j.sjedu.20251306.14},
  url = {https://doi.org/10.11648/j.sjedu.20251306.14},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sjedu.20251306.14},
  abstract = {STEM education is pivotal for fostering innovation, economic growth, and workforce readiness in the 21st century, particularly in developing contexts where technological skills are becoming indispensable. In Kano State, Nigeria, STEM education is confronted with challenges such as outdated curricula, inadequate infrastructure, and limited exposure to emerging technologies including Artificial Intelligence (AI), Internet of Things (IoT), Robotics, and Virtual Reality/Augmented Reality (VR/AR). These challenges have hindered the ability of science and technical schools to equip learners with the practical skills and digital literacy required for the Fourth Industrial Revolution. This study investigates the current state of STEM education in Kano, highlighting systemic barriers such as insufficient teacher training, poor access to electricity and internet facilities, and fragmented policy implementation. It further reviews international and African best practices, drawing lessons from case studies in Rwanda, Kenya, and Ghana, where the integration of digital tools into STEM learning has significantly improved student engagement, creativity, and employability. The paper proposes a contextualized framework for Kano State that emphasizes policy alignment, curriculum modernization, infrastructure development, teacher capacity building, and public–private partnerships. The study underscores the transformative potential of emerging technologies to foster experiential learning, bridge educational gaps, and promote sustainable innovation. Recommendations include targeted investments, localized content development, and continuous professional training to ensure effective adoption and long-term impact.},
 year = {2025}
}

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TY  - JOUR
T1  - Integrating Emerging Technologies into Science, Technology, Engineering, and Mathematics (STEM) Curriculum for Enhanced Skills Acquisition in Kano State Science and Technical Schools
AU  - Hamzah Sanusi Nassarawa
AU  - Iliyasu Bashir
AU  - Enefola Haruna Aminu
AU  - Aminu Muhammad
AU  - Bello Ibrahim Kangiwa
Y1  - 2025/12/09
PY  - 2025
N1  - https://doi.org/10.11648/j.sjedu.20251306.14
DO  - 10.11648/j.sjedu.20251306.14
T2  - Science Journal of Education
JF  - Science Journal of Education
JO  - Science Journal of Education
SP  - 206
EP  - 212
PB  - Science Publishing Group
SN  - 2329-0897
UR  - https://doi.org/10.11648/j.sjedu.20251306.14
AB  - STEM education is pivotal for fostering innovation, economic growth, and workforce readiness in the 21st century, particularly in developing contexts where technological skills are becoming indispensable. In Kano State, Nigeria, STEM education is confronted with challenges such as outdated curricula, inadequate infrastructure, and limited exposure to emerging technologies including Artificial Intelligence (AI), Internet of Things (IoT), Robotics, and Virtual Reality/Augmented Reality (VR/AR). These challenges have hindered the ability of science and technical schools to equip learners with the practical skills and digital literacy required for the Fourth Industrial Revolution. This study investigates the current state of STEM education in Kano, highlighting systemic barriers such as insufficient teacher training, poor access to electricity and internet facilities, and fragmented policy implementation. It further reviews international and African best practices, drawing lessons from case studies in Rwanda, Kenya, and Ghana, where the integration of digital tools into STEM learning has significantly improved student engagement, creativity, and employability. The paper proposes a contextualized framework for Kano State that emphasizes policy alignment, curriculum modernization, infrastructure development, teacher capacity building, and public–private partnerships. The study underscores the transformative potential of emerging technologies to foster experiential learning, bridge educational gaps, and promote sustainable innovation. Recommendations include targeted investments, localized content development, and continuous professional training to ensure effective adoption and long-term impact.
VL  - 13
IS  - 6
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Author Information

Hamzah Sanusi Nassarawa

Department of Computer Science Education, Federal College of Education (Technical), Bichi, Nigeria

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http://orcid.org/0009-0001-8363-9939
Iliyasu Bashir

Department of Computer Science Education, Federal College of Education (Technical), Bichi, Nigeria

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Enefola Haruna Aminu

Department of Computer Science Education, Federal College of Education (Technical), Bichi, Nigeria

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Aminu Muhammad

Department of Computer Science Education, Federal College of Education (Technical), Bichi, Nigeria

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Bello Ibrahim Kangiwa

Department of Computer Science Education, Federal College of Education (Technical), Bichi, Nigeria

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Plain Text BibTeX RIS

APA Style

Nassarawa, H. S., Bashir, I., Aminu, E. H., Muhammad, A., Kangiwa, B. I. (2025). Integrating Emerging Technologies into Science, Technology, Engineering, and Mathematics (STEM) Curriculum for Enhanced Skills Acquisition in Kano State Science and Technical Schools. Science Journal of Education, 13(6), 206-212. https://doi.org/10.11648/j.sjedu.20251306.14

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ACS Style

Nassarawa, H. S.; Bashir, I.; Aminu, E. H.; Muhammad, A.; Kangiwa, B. I. Integrating Emerging Technologies into Science, Technology, Engineering, and Mathematics (STEM) Curriculum for Enhanced Skills Acquisition in Kano State Science and Technical Schools. Sci. J. Educ. 2025, 13(6), 206-212. doi: 10.11648/j.sjedu.20251306.14

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AMA Style

Nassarawa HS, Bashir I, Aminu EH, Muhammad A, Kangiwa BI. Integrating Emerging Technologies into Science, Technology, Engineering, and Mathematics (STEM) Curriculum for Enhanced Skills Acquisition in Kano State Science and Technical Schools. Sci J Educ. 2025;13(6):206-212. doi: 10.11648/j.sjedu.20251306.14

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@article{10.11648/j.sjedu.20251306.14,
  author = {Hamzah Sanusi Nassarawa and Iliyasu Bashir and Enefola Haruna Aminu and Aminu Muhammad and Bello Ibrahim Kangiwa},
  title = {Integrating Emerging Technologies into Science, Technology, Engineering, and Mathematics (STEM) Curriculum for Enhanced Skills Acquisition in Kano State Science and Technical Schools},
  journal = {Science Journal of Education},
  volume = {13},
  number = {6},
  pages = {206-212},
  doi = {10.11648/j.sjedu.20251306.14},
  url = {https://doi.org/10.11648/j.sjedu.20251306.14},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.sjedu.20251306.14},
  abstract = {STEM education is pivotal for fostering innovation, economic growth, and workforce readiness in the 21st century, particularly in developing contexts where technological skills are becoming indispensable. In Kano State, Nigeria, STEM education is confronted with challenges such as outdated curricula, inadequate infrastructure, and limited exposure to emerging technologies including Artificial Intelligence (AI), Internet of Things (IoT), Robotics, and Virtual Reality/Augmented Reality (VR/AR). These challenges have hindered the ability of science and technical schools to equip learners with the practical skills and digital literacy required for the Fourth Industrial Revolution. This study investigates the current state of STEM education in Kano, highlighting systemic barriers such as insufficient teacher training, poor access to electricity and internet facilities, and fragmented policy implementation. It further reviews international and African best practices, drawing lessons from case studies in Rwanda, Kenya, and Ghana, where the integration of digital tools into STEM learning has significantly improved student engagement, creativity, and employability. The paper proposes a contextualized framework for Kano State that emphasizes policy alignment, curriculum modernization, infrastructure development, teacher capacity building, and public–private partnerships. The study underscores the transformative potential of emerging technologies to foster experiential learning, bridge educational gaps, and promote sustainable innovation. Recommendations include targeted investments, localized content development, and continuous professional training to ensure effective adoption and long-term impact.},
 year = {2025}
}

Copy | Download

TY  - JOUR
T1  - Integrating Emerging Technologies into Science, Technology, Engineering, and Mathematics (STEM) Curriculum for Enhanced Skills Acquisition in Kano State Science and Technical Schools
AU  - Hamzah Sanusi Nassarawa
AU  - Iliyasu Bashir
AU  - Enefola Haruna Aminu
AU  - Aminu Muhammad
AU  - Bello Ibrahim Kangiwa
Y1  - 2025/12/09
PY  - 2025
N1  - https://doi.org/10.11648/j.sjedu.20251306.14
DO  - 10.11648/j.sjedu.20251306.14
T2  - Science Journal of Education
JF  - Science Journal of Education
JO  - Science Journal of Education
SP  - 206
EP  - 212
PB  - Science Publishing Group
SN  - 2329-0897
UR  - https://doi.org/10.11648/j.sjedu.20251306.14
AB  - STEM education is pivotal for fostering innovation, economic growth, and workforce readiness in the 21st century, particularly in developing contexts where technological skills are becoming indispensable. In Kano State, Nigeria, STEM education is confronted with challenges such as outdated curricula, inadequate infrastructure, and limited exposure to emerging technologies including Artificial Intelligence (AI), Internet of Things (IoT), Robotics, and Virtual Reality/Augmented Reality (VR/AR). These challenges have hindered the ability of science and technical schools to equip learners with the practical skills and digital literacy required for the Fourth Industrial Revolution. This study investigates the current state of STEM education in Kano, highlighting systemic barriers such as insufficient teacher training, poor access to electricity and internet facilities, and fragmented policy implementation. It further reviews international and African best practices, drawing lessons from case studies in Rwanda, Kenya, and Ghana, where the integration of digital tools into STEM learning has significantly improved student engagement, creativity, and employability. The paper proposes a contextualized framework for Kano State that emphasizes policy alignment, curriculum modernization, infrastructure development, teacher capacity building, and public–private partnerships. The study underscores the transformative potential of emerging technologies to foster experiential learning, bridge educational gaps, and promote sustainable innovation. Recommendations include targeted investments, localized content development, and continuous professional training to ensure effective adoption and long-term impact.
VL  - 13
IS  - 6
ER  -

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