Educational Policy Adaptation for the 5th Industrial Revolution: Perspectives of Educational Planners and Administrators in Nigeria

Abstract

The emergence of the 5IR, characterized by the synergy between human intelligence and advanced technologies such as artificial intelligence, robotics, biotechnology, and emotional intelligence, presents unprecedented opportunities and complex challenges for educational systems worldwide. Unlike the Fourth Industrial Revolution, which focused primarily on automation and digital transformation, the 5IR emphasizes a human-centric approach to innovation, creativity, and sustainable development. This paper explored the readiness of Nigeria's educational policy landscape to adapt to the paradigms of the 5IR, drawing insights from the perspectives of educational planners and administrators. Anchored on a conceptual review and expert opinion synthesis, the paper identified critical gaps in Nigeria’s current educational policies, including outdated curricula, infrastructural deficits, teacher capacity limitations, and centralized governance structures that inhibit innovation. It further examined how educational leaders perceive the demands of 5IR and their strategies for aligning planning, policy, and administration to futureforward learning. Key variables discussed include curriculum reform toward STEAM education, digital and ethical literacy, inclusive and equitable access to technology-enhanced learning, and the integration of artificial intelligence in pedagogy and assessment. The paper advocated for a transformative shift in educational policy formulation and implementation that prioritizes adaptive leadership, participatory governance, and agile policy frameworks responsive to technological and societal change. It emphasizes the need for enhanced teacher training, investment in digital infrastructure, and strategic public-private partnerships to foster innovation and resilience in the Nigerian education sector. The study concludes with actionable suggestions for policymakers and education administrators, underscoring the urgency of reimagining education not just to survive, but to thrive in the 5IR era.