For Esther Olabiyi, an SS3 student at Ibadan Grammar School, owning or having access to a computer, laptop or smartphone did not automatically translate into understanding how technology could be used for learning and problem-solving.
That changed after she took part in the 2026 AI/Data Science for Her programme organised by Tech Girls Club.
During the five-day training, Olabiyi was introduced to programming, Python and Microsoft Excel. The experience gave her a broader perspective on what she could achieve with technology.
Her experience reflects a wider challenge in Nigeria: providing girls with access to STEM education is not only about putting digital devices in their hands, but also ensuring they have the skills, guidance and opportunities required to use those tools effectively.
Women Still Underrepresented in STEM
Although women globally have achieved strong representation in higher education, their participation in STEM remains comparatively low.
According to figures cited in the report from UNESCO, women account for about 35 per cent of STEM graduates globally, despite women outnumbering men in higher education enrolment.
In Nigeria, data attributed to the National Bureau of Statistics indicates that women make up roughly 22 per cent of STEM graduates.
The gap has been linked to several factors, including limited exposure to technology, inadequate infrastructure, predominantly theoretical teaching approaches and insufficient opportunities for students to gain practical experience.
Programme Takes STEM Training Across Nigeria
The AI/Data Science for Her initiative was implemented across Nigeria’s six geopolitical zones, with training centres in Ilorin, Yola, Port Harcourt, Zaria, Nsukka and Ibadan.
The programme received support through a 2026 Bridging the Future grant from the NeurIPS Foundation. Organisers said the initiative was designed to train 300 secondary-school girls in artificial intelligence and data science.
Participants received practical lessons covering AI, data science, programming and other digital skills.
Wonderful Osalor, the programme’s Project Manager, said the participants came with different levels of technological experience. While some regularly used computers, others attended schools with limited or no functional computer facilities.
According to Osalor, the gap in experience became less pronounced once participants were provided with similar learning resources and opportunities.
Some girls began the programme struggling with basic computer functions, including typing and locating symbols on a keyboard. Within five days, some had progressed to writing Python code.
What Happens After the Training?
While the programme exposed participants to new technological skills, organisers raised concerns about whether the girls would have the facilities required to continue practising once they returned to school.
Dr Wilson Sakpere, Lead Facilitator and board member of Tech Girls Club, noted that some participants were returning to schools without adequate computers and other resources.
He stressed that short-term exposure to programming, artificial intelligence or data analysis would have limited impact if students lacked opportunities to practise those skills afterwards.
Some participants were already looking for ways to continue programming lessons through mobile applications because they expected to have limited access to computers at school.
Sakpere therefore called for increased investment in technology infrastructure in public schools.
Advocating a More Practical Approach to Learning
Dr Aderonke Sakpere, Principal Investigator of AI/Data Science for Her, said improving infrastructure should be accompanied by changes in teaching methods.
She advocated reducing excessive dependence on memorisation and helping students connect classroom concepts to situations they encounter in everyday life.
She pointed to artificial intelligence-powered recommendations on platforms such as YouTube as an example of technology that students interact with regularly without necessarily understanding the technology behind it.
According to her, teachers can use familiar experiences to introduce students to concepts that may initially seem complicated or abstract.
She also argued that STEM exposure should begin earlier, saying concepts usually reserved for senior secondary students can be simplified for younger learners.
The programme, although primarily designed for senior secondary students, included two younger girls at one centre. Their performance, she said, demonstrated the potential for introducing STEM concepts at junior secondary and primary levels.
Girls Begin Connecting Technology to Real Problems
For some participants, the programme went beyond learning computer skills and opened up new ideas about possible careers and solutions to problems in their communities.
Grace Sakpere, a Junior Secondary School One student, said she wanted to develop an application capable of identifying fraudulent messages and calls.
Another participant, Oluwatonilola Oladosu, an SS1 student of Oritamefa Baptist Model School in Ibadan, said the training helped her see how artificial intelligence could be incorporated into her interest in architecture and architectural engineering.
The organisers said these connections were important because students were able to see how STEM could relate directly to their interests and potential careers.
Public-Private School Technology Gap
The programme also highlighted differences in students’ exposure to technology.
Osalor observed that some participants from private schools appeared more comfortable with computers at the beginning, while some public-school students faced greater difficulty.
However, she said the initial differences became less noticeable as the training progressed.
Olajide Oluwole, Curriculum and Content Developer for Tech Girls Club and AI/Data Science for Her, recalled that at the Ibadan centre, only a small number of the 49 participants were initially confident with coding.
By the third day, however, he said all 49 students were making progress.
For Oluwole, the experience demonstrated the importance of giving students opportunities to learn before judging their abilities.
He also called for Nigeria’s school curriculum to be updated to reflect current technological realities, arguing that students should spend more time applying concepts rather than listening to lengthy theoretical explanations.
Smartphones Can Also Become Learning Tools
The training also demonstrated how devices already available to students can be repurposed for education.
Dr Aderonke Sakpere recalled the experience of a public-school participant who owned a smartphone and had encountered Microsoft Excel but had never actually used the application.
After learning about Excel during the programme, the student returned home and began using the application to enter data.
According to Sakpere, the experience changed the student’s perception of the smartphone—from primarily a communication or entertainment device to a tool that could support learning and computation.
Another participant’s teacher also reportedly sought information about a mobile version of Python so that students could continue practising after returning to school.
Students Develop Technology-Based Solutions
Participants were also challenged to identify problems within their communities that could potentially be addressed through artificial intelligence and data science.
Their proposed ideas included technology for waste management, an AI-powered waste detection system and automated traffic-management solutions capable of capturing vehicle licence plates and identifying reckless driving.
Other proposed projects focused on preventing crop poisoning, detecting cyberbullying and addressing transformer vandalism.
The organisers said the exercise encouraged the students to move beyond simply consuming technology and begin thinking about how technological tools could address practical problems.
However, Dr Aderonke Sakpere noted that promising ideas could remain at the prototype stage without continued mentorship, funding and access to incubation opportunities.
Sustaining the Girls’ Interest in STEM
The organisers stressed that the five-day programme should serve as a starting point rather than the end of the participants’ STEM education.
Osalor said the girls were expected to return to their schools and share their new knowledge with other students.
She also suggested that schools establish AI clubs where participants can continue practising under the guidance of ICT teachers.
Dr Sakpere proposed partnerships with incubation centres to help students develop promising projects further, while national STEM events could provide platforms for young innovators to present their work.
Ultimately, the experience of the AI/Data Science for Her programme points to the need for sustained support if Nigeria is to increase girls’ participation in STEM.
Such support includes functional technology infrastructure, practical teaching, updated curricula, trained teachers, early exposure, mentorship and opportunities for students to apply what they learn to real-world challenges.
For students like Olabiyi, the biggest change may have been recognising that access to a computer was only the beginning. With the right training and opportunity, the technology already within reach can become a tool for learning, innovation and future career development.
