Perspective Chapter: Digital Pedagogical Delivery System in Nigeria Universities and the Quest for Global Ranking Advantage

1. Introduction

Globally, the university system is unique in knowledge invention, a quality which stands it out in proffering solutions to societal problems. Its global relevance has prompted a scenario of competitiveness. The steady monitoring of this competitive advantage and its relevance in relation to the knowledge hub and global societal needs account for the need to digitalise all facets of the system. Based on considerations of so many parameters that cluster around teaching, research and community development service in terms of how universities are faring, it is possible to rank this category of higher educational institutions locally and internationally. Therefore, within a country, region, continents and inter-continentally, universities can be ranked. In a bid for such ranking, therefore, its core mandates are not only to be delivered but consideration will be given to the quality level at which these activities are delivered such as quality of teaching with its corresponding reaction––quality of learning; adherence of providers of university education to global best practice in terms of the teaching-learning environment; volume of research outputs in its right qualities as well as the grant/income attraction of research outputs both to the university financing capacity and in rendering social services to its community; the quality of research output––how is the citation impact rated? How is the research influencing the global community? What is the rating of the university at the international level? Does the university attract foreign grants? Accept staff from other countries? What is the level of community development, especially in collaboration with industries, establishment/development of industries, patents, and inventions? Arising from the knowledge invention problem-solving drive of the university, much needs to be done, including huge investment. Thus, premium is placed on mode of delivery with virtual mode held to a high level. Therefore, the university ranking system was introduced as an evaluation mechanism to report achievements, and identify weakness and courses of improvement.

The application, utilisation, integration, and influence of technology remain the rallying points to practically and adequately upgrade this centre of academic excellence. The adoption of technology in education, especially university education has been evolving. The twenty-first century, which equally coincides with the second millennium, is unique with digital process––the use of digital technologies in teaching and learning. Some digital teaching and learning technologies are computer based. Therefore, du Boulay [1] remarked that there are different types of Artificial Intelligence (AI) as a computer-based technology with its usage, spanning through diverse areas of human activities and is widely embraced for knowledge creation. du Boulay’s position identified the youth segment of the human race as the most active in the utilisation of AI and other computer-based technologies, noting that the use of AI has recorded remarkable progress in education. Similarly, Väätäjä and Ruokamo [2] underscored the use of these technologies in education for adaptation in the contemporary global society and stated that digital technologies are meant to meet the emerging societal needs and adaptability the rising expectations in learners of the present and future centuries.

The training of learners in any academic institution is gradually being carried out through digital process. This is largely as a result of advancement in technology and the explosion of the Internet with high level of connectivity, thus connecting people the world over. Kizilcec [3] is of the view that the integration of teaching and learning is widely embraced all over the world. Therefore, Kizilcec [3] further noted that the use of digital technologies in education at an increasing level avail stakeholders such as teachers, lecturers, parents, among others the opportunity of monitoring the progress of students. This in no small way will enhance a high level of academic achievements in learners and in the long run, raise societal well-being.

Again, digitalisation has enhanced globalisation. Nations the world over, and, of course, the education sector are now coming together to consider global trends as they affect educational development. Based on this unification of global, regional, and national interests, it is possible to rank the ivory tower across nations, based on the achievement of set goals with identified targets with timelines. In this wise, lines of success can be drawn by ordering these learning hubs by performance.

2. Global trend in the digital pedagogical delivery system

Academic environments are currently designed to match pace with the realities of emerging societal needs. This can only have a smooth transition when such atmosphere characterises what is obtained in the evolving society. This is why virtual approaches now characterise the classroom and other avenues through which education programmes are delivered. Ali et al. also reported the increased use of digital technologies, an experience that has further made countries of the world heighten their effort in the review, formulation and implanting educational policies that favour the integration and utilisation of these technologies in the educational process of which teaching and learning is of top priority. Ali et al. drew inference from Morocco, where technology has been optimally integrated in nursing education. Further, Wang et al. [4] noted that human activities, including those of educational endeavours can be promoted with the application of Artificial Intelligence, therefore, making the translation of what ordinary should be abstract concepts to real life setting. Moreover, Matsuda et al. [5] outline the possibility of learning skills and applying same in solving problems enabled by digital tools. Matsuda et al. specifically mentioned the importance of activity-based learning as dual benefits to both learners and those who play the role of facilitating learning and identified the possibility of applying diverse teaching and learning strategies such as scaffolding when technology is involved. Thus, Matsuda et al. noted that problem-solving is made simple in a typical learning situation. Teachers are, therefore, encouraged to adopt suitable pedagogical systems in delivery of contents. Phillips et al. [6] also reported that in guiding learning activities, the use of technologies has created the opportunity for teachers to improve on the instructional processes with active participation of learners, thus providing an avenue to effectively implement course design and contents, whereby learners can learn successfully with high achievement. Thus, a study by Shi et al. [7] indicated a high incidence of adaptation to learner-centeredness as the application of technologies can restructure the classroom process.

It is, however, important to state that, while the quest for these new approaches is louder by the day, the trend differs from different climes across the globe. Universities differ in technological orientation and propriety. In terms of technological advancement, those in advanced economies may be rated higher than those of less-developed economies. Again, continental demarcation can be introduced such as those in Europe, Asia, North and South America, Australia, and Africa. It is equally possible to consider ownership of this highly rated learning environment and of course age. On the other hand, their ability to record breakthroughs in inventions and other activities, thus drawing a pool of sponsorship and collaboration is of the essence in considering the application of modern tools in pedagogy and knowledge invention.

The need to adopt a system of delivery with the ability to accommodate learners across the world is in high demand. Importantly too, the suitable and applicability of these tools to all forms of learning with the peculiarity of the clime it is adopted should be of interest to stakeholders in this sector of the economy. Cheng et al. [8], therefore, encouraged the use of website design-based activities to ensure active participation of students with innovative and creative abilities that will in turn equip them with competencies in exploring the environment they belong. Of course, Cheng et al. reports showed that students in the experimental group had better learning achievement, creativity, collaboration, and computational thinking than the control group. Notably, students in the control group were not treated with the concept mapping-based mobile flipped learning approach. Interesting, the learning activity was practical based, implying its adaptability to any form of learning.

Therefore, countries that paid attention to how knowledge and skills can be transmitted were able to cope with the COVID-19 pandemic and would most likely to cope with realities of the future system. Wong et al. [9] reported that due to COVID-19 pandemic, distance learning is inevitable and technology is greatly incorporated in education. Wong et al. acknowledged the challenge of such experience for science educators with difficulties in adapting to practical teachings such as those carried out in the laboratories as well as to facilitate learning anywhere. Wong et al. therefore, modelled a special learning platform that adopted laboratory principles and setting with Internet-enabled resources that allow for active participation and feedback mechanism, thus promoting practical classes of which science and science-related lessons can be delivered. Thus, Wong et al. saw that platform modelled for practical-oriented lessons promote interactions among participants. This can equally be developed by teachers in all disciplines based on the peculiarity of each discipline.

Again, Ogata et al. [10] also adopted a special model called “learning and evidence analytics framework (LEAF)” to provide outlines for further employing newer techniques, including the use of AI. This model was used to form block chain devices that can aid learning beyond the school setting. Ogata et al. noted this was implemented in Japan with thousands of students in Japanese public schools and had been advantageous in the creation of computational models to support teaching and self-learning. Nitisakunwut and Hwang [11] reported the effectiveness of the digital games. The flexibility in the use of diverse technologies in content delivery is supposed to enhance the delivery of content and the educational achievement of stakeholders. Dimensions of digital pedagogy are, therefore, diverse with diversity in technologies. Therefore, Väätäjä and Ruokamo [2] suggested pedagogical orientation, pedagogical practices, and digital pedagogical competencies it provides for the teacher.

In another report describing the application of AI in Spanish Education System, using teachers currently serving and sponsored through in-service training [12], in a survey of 445 teachers across all levels of education, exposing them to the use of AI tools in a learning situation that took place in classroom, reported positive attitude towards the use of these tools. The report further indicated a low percentage of only 25% incorporating AI tools in the educational process such as teaching and learning with differentials in the percentage of how teachers in each of the levels of education use AI in activities such as content selection, providing explanation, among others.

Unarguably, Artificial Intelligence is gaining more popularity in education. Butler and Starkey [13] noted that voice-activated intelligent personal assistant devices are used in the home and could be useful in the classroom with two groups of New Zealand children aged 7–12 engaged with Google Home devices in their classroom. Ragusa and Crampton [14] equally interviewed 100 Australian undergraduates to sociologically consider why learners used technologically mediated learning activities (TMLA) and noted that systemic variation in TMLA provision by the university also affected student satisfaction and affected student-lecturer social relationships and communication expectations as well as individual engagement and institutional success. Merrick and Joseph [15] reported a national study with a sample of 105 teachers in Australia indicated that teachers are getting adapted to the use of Information and Communication Technology (ICT) with its emerging technologies, thus easing them in pedagogical delivery for effective curriculum implementation. Thus, a rapid expansion in online programmes mounted by universities has equally placed a high demand for digitalisation in virtually all facets of education. According to Long and McLaren [16], the increase is to meet the market demand.

3. Teachers’ competence in digital pedagogical delivery systems

Those facilitating learning in the role of the teacher ought to be competent in the use of emerging software and other devices. One of these tools commonly used in the class is instructional videos. This implies that resource persons in the facilitation of teaching learning should be digitally competent in using these technologies to deliver lessons and related activities. Pedagogy concerns teaching and learning deliveries. The totality of competencies in the use of sourcing information, practice, and evaluation of pedagogy is the concern of this section. Ring and Brahm [17] viewed instructional videos as effective and widely used tools in education and delivery in particular; therefore, adopted it in the development of skills and understanding for teachers who were preparing to be engaged in the service of teaching. According to Ring and Brahm’s report, the quality was assessed based on a theoretically funded framework. The study further identified small improvements regarding the overall instructional quality and provided an overview of the most common changes made by the pre-service teachers. This use of videos and other media can be result-oriented in today’s classroom as a result of wide-spread use of Smartphone, iPhone, among others. Also, Arya et al. [18] reported that videos can be beneficial in modelling. Modelling is actually a good technique in development of skills in diverse ways in the classroom. It can be adopted by the teacher as a practical technique that can translate abstract ideas to concrete activities and illicit understanding. Delivering content electronically can be of great benefits in education. Getenet and Tualaulelei [19] in their findings stated that digital technologies bring about productive and positive change in students’ response to their learning, social and behaviour. Thus, the delivery of contents in any academic discipline can be improved with digital technologies.

The teacher plays vital role in the process of knowledge dissemination. Therefore, in an era of digitalisation as now, teachers’ competence in creating an effective and efficient atmosphere for the acquisition of competencies for productive life of learners is of critical importance. Edstrand and Sjoberg [20], in a study using a group of 17 teacher candidates in a Swedish primary teacher education, pointed out that the use of digital tools in educational institutions and processes is on the increase. This increase, Edstrand and Sjoberg attributed to the need to promote professional competence. Therefore, Edstrand and Sjoberg saw a boom in knowledge explosion occasioned by the heightened use in digital technologies in education. The need for teacher competence has been taken to a very great dimension with packages made available online for reference and use. There are online educational marketplaces such as TeachersPayTeachers.com (TPT) that have become popular among teachers [21]. Therefore, a report by Shelton et al. with a sample of TPT’s 100 best-selling 11th-grade US history activities using quality indicators for site material shows that expert ratings were not correlated with average user ratings.

Training of teachers for personal and professional development can improve teachers’ productivity. Cebi and Reisoglu [22], in a study to determine the perceptions of pre-service teachers regarding the concept of a “digitally competent teacher” through metaphors using 510 pre-service teachers, classified a digitally competent teacher under three themes: digitally competence, pedagogical competence, and personal characteristics. Abdulmunem [23] emphasised embracing digital transformation in education by incorporating virtual classrooms. It is, therefore, important that technology be integrated into the online delivery of instruction. Eutsler and Mitchell [24] reported using 58 teacher educators to establish an inter-university partnership, where digital community could be created for learning globally remarked that technology was integrated into instructional planning.

A delivery system deemed appropriate for use should be able to cater for learners’ needs. The use of technology and online education has increased [25]. Although van Leeuwen observed that teachers may find it hard to monitor their students’ progress during online education, it allows teachers to adapt their teaching strategies to student needs. The importance of teacher competence in digital pedagogical delivery is envisaged in a Demeshkant et al. [26], who developed a study tool for 103 academic teachers and determined their digital competence regarding their technological, pedagogical, and content knowledge. Nabhan et al. [27] also noted the increasing use of virtual reality in higher education institutions but noted the perceived complexity of its negative effect on the intention to adopt innovation.

The educational setting generally should be such that undergraduates are exposed to an enabling technological environment that would most likely provide them with the opportunity to acquire digital skills that will in turn enhance their competences in handling work schedules and successful business engagements. Komodromos et al. [28] equally explained the use of digital technologies in companies. The implication of this is that the educational system that trains graduates and sends them to these establishments should expose them to these tools while in school.

4. University ranking and Nigerian universities’ experience

Historical development of university education in Nigeria is synonymous to the activities of western suzerain, mostly the colonial masters, after the foundation of education has been fully established with the establishment of schools (primary and secondary) by different missionary societies in Nigeria. In furtherance and pursuits of higher education, Yaba College was established in 1932. However, the quest for university education prompted the then colonial administration in Nigeria to float a scheme that made it possible for Nigerian students to be trained abroad. The scheme paid off and within a spate of six years (1937–1943) 69 students were sponsored and just a year later, another batch of 44 students was awarded scholarships. Meanwhile, it was observed that most of these young Nigerians refused to return to the country. On the other hand, Nigerians felt that the colonial administration failed to emphasise on attractive areas such as law, medicine, and engineering, among others. Therefore, the quest for the establishment of university education was heightened through the activities of Nationalists. Precursor to the establishment of university education, a commission known as Elliot Commission was established with the recommendation agitating the establishment of a university college, not only in Nigeria but also in Gold Coast. What transpired thereafter was the emergence of two reports from same commission due to disagreements among members of the commission. In response to this, a second commission, known as Asquith Commission, was established with the recommendation that universities be established in British colonies, possibly as University College. Despite disagreements that characterised the submission of Elliot Commission, it laid the foundation for the establishment of the first university, the University College, established in January 1948 with 210 students. Therefore, the development of university education in Nigeria dates back to the establishment of the University College, Ibadan, in 1948. The University College, Ibadan, later became the premier university in Nigeria, the University of Ibadan (UI). Interestingly, the number of universities in Nigeria (both public—federal and state-owned; and private) has reason to 170 with 79 privately owned, 43 owned by Federal Government, and 48 owned by state government.

Nigeria, a developing country has had to grapple with crisis in the education sector, and of course, the economy with disagreements between existing unions in the education and the governments at different levels of ownership of schools, especially the university level. These issues culminated from low level of investment in education, corruption in the education sector, and government’s lack of priority to education, to poor management of resources among managers of educational institutions, among others. These factors and many others not mentioned tend to alter negatively the digital pedagogical delivery system. This poses a further consequence on the competitive ability of Nigerian universities with the rest of the world.

Nigeria universities are lowly ranked in the list of universities in the world. Research reports point to digitalisation gap. However, regular review of the National Policy on Education (NPE) with increased investment in education, inclusion of Information and Communication Technology (ICT) as compulsory cross-cutting core subject in the curriculum structure at all levels of its educational system; the realities of insecurity, multiple campuses, emergence of pandemic, up-skilling, and the quest for global ranking advantage purpose to enhance digital pedagogical delivery system in Nigeria universities. The underlying problem for low ranking may not be unconnected, in part to the perceived slow and low utilisation in digital pedagogical delivery systems. This chapter describes Nigeria’s inroad into digital delivery systems in its universities and predicts its ranking advantage in the present and future eras.

Although the development of university education had a smooth and successful trend at its early stage, a lot factors such as military incursion in politics, erosion of national consciousness among political office holders. The development of university education can follow national trend. The same was the case in Europe as Dillabough and Peto [29] observed that the European universities have their background origin and occurrence in waves with those of the twelfth century linked to Catholic Church, others with the rising of the City States up to the rise of modern nations with increased funding, and the associated institutions that facilitate knowledge production and dissemination, thus energising academic authorisation. Dillabough and Petro identified two distinct waves of modern institutionalism undertaken within European Higher Education after 1945. According to Dillabough and Peto [29], attention was paid to the expansion of the first wave of universities in Europe after students protested in 1968. This was followed by the wave associated with Europeans’ Union integration that birthed many universities such as European University in Florence, Italy, and the Central European University, among others. Nonetheless, the development of this category of higher education in Europe is observed to have stagnated for four decades. Dillabough and Petro equally linked this to the parallel managerial transformation in the private sector. The only difference with Nigeria is that the dislodgement of government interest in funding is played over by successive government, despite identifying funding needs during political campaigns.

Meanwhile, it is important to understand the social relevance of the university system. Jegede [30] made an analogy of the ranking of universities in the world in order to situate the social relevance of the University of Uyo, Uyo, Akwa Ibom state, one of the emerging universities in Nigeria asserted that a cursory look at the 2017 League Table of the top 200 world universities indicate that there seem to be a direct association between the age of a university and their placement in the ranking system. Jegede further explained that the top 10 universities in the world belong to the group of the oldest universities in the world with many being established between 859 AD to when modern universities in the nineteenth century.

In 2024, the University of Port Harcourt, University of Ibadan, University of Ilorin, University of Lagos, Obafemi Awolowo University (federal universities), Covenant University (private university), University of Nigeria, and Ahmadu Bello University (federal) are on top in the ranking list [31]. In the African continent, no Nigerian university is among the first ten top positions. The closest Nigerian university among the top universities in Africa, the University of Port Harcourt occupies the 20th position. This is closely followed by the University of Ibadan, occupying the 24th position, the University of Nigeria occupying the 55th position, and Olabisi Onabanjo University (57th position), among others. Down the bottom (either last 10 universities) out of the best 200 universities in Africa, two Nigerian universities occupy 191st and 192nd universities. Interestingly, these two universities are owned by state government [32]. Again, at global scene, the best ranked university occupies 1144th position and that is the University of Ibadan. This is closely followed by the University of Lagos (1336th), University of Port Harcourt (1406th), the University of Nigeria (1414th), Obafemi Awolowo University (1422nd), and Covenant University––a private university (1496th), among others [33].

Moreover, every institution at this pedigree strives for relevance, hence determined to get to the top of the ranking table. However, it is normal that data-generation mechanism may exclude some universities, or the universities may not show interest in supplying the needed information, and in some cases, may not be technologically advantageous to be available online for participation in the survey usually involving faculties. In the event of repeated stagnation, there may be an unusual resistance as Holmes [34] reported the worries of Times Higher Education on the decision of a few ivory towers that do not align with the ranking process, thus not making their data available for World University Ranking (WUR). These universities are listed by Holmes [34], namely Rhodes University (South Africa), the University of Zurich (Switzerland), Utrecht University (the Netherlands), and some Indian Institutes of Technology.

What can Nigeria, and of course Africa does to upgrade its universities to climb the ranking table? Why are the advantageously ranked universities retaining their positions steadily for a reasonable period? These concerns Kigotho [35] reported on the retention of positions by universities in some parts of the world. Kigotho acknowledged the fact that WUR is still having dominance by universities in the Western World, especially Europe and US. However, while still heavily dominated by universities from the United States and the United Kingdom, it is observed that universities in what could be regarded as four outstanding nations (either what Kigotho captions as “traditional Big Four study destinations”), namely United States, United Kingdom, Canada, and Australia experienced a decline in performance in Second Quarter World University Rankings by Subject in 2024. The message conveyed by Kigotho is that despite the decline in performance, universities in these four hubs still sit atop of the ranking table. Given this antecedent by these countries on how universities are faring, it may be challenging for those of African origin, especially Nigeria to assume such ranking advantage. In subjects’ ranking, Kigotho [35] further observes that despite a decline in overall performance, universities in the United States and the United Kingdom heavily dominated the subject ranking tables with universities in the US leading in 32 subjects, where Harvard University and Massachusetts Institute of Technology being the world’s strongest-performing institutions, each leading the rankings in 19 and 11 disciplines, respectively. On the other hand, Kigotho’s analysis further revealed that UK universities took the second position, leading in 16 subjects, with the University of Oxford leading in four, University College London, Royal College of Art, and Royal College of Music leading in two subjects each, while four other universities––the University of Sussex, Loughborough University, University of Sheffied, and Royal Veterinary College leading in a subject each. This ranking reported by Kigotho was based on analysis of more than 16,000 university programmes at 1500 universities in 96 countries and territories across 55 academic disciplines, divided into five broad disciplinary categories, namely humanities, engineering and technology, life sciences, natural sciences, and social sciences and management.

Notably, a flashback on Nigerian universities at inception reveal that from inception in late 1940s up to the 1970s, Nigerian universities fared advantageously with competitive advantage with other universities in the world. The available universities at the time earned national and international recognition. Udegbe and Ekhaguere [36] said that the University of Ibadan (UI) is Nigeria’s premier university and one of Africa’s foremost academic and iconic institutions that has contributed to the development of Nigeria and much of sub-Saharan Africa through its training, research, and community service functions. This regional recognition is a pointer that UI was once the best in Africa and fared favourably at the larger level (inter-continental level) until the outset of crises in Nigerian education and university education in particular. Udegbe and Ekhaguere [36] reported the university’s challenges, characterised by several political, economic and social crises Nigeria has experienced since in the 1970s, an experience, which has repeatedly adopted innovative measures to revitalise itself. Equally, Okoli et al. [37] observed that university education in Nigeria is plagued with crises like with inadequate funding, curriculum content and delivery, strike actions, the decline in quality of research, issues of autonomy, lack of integration of information and communication technology (ICT), brain-drain syndrome, inadequate infrastructural facilities and equipment, cultism, and political interference in establishing public universities. The argument of Bisong [38] acknowledged the ranking advantage of Nigerian universities from inception and argued that the positive development that currently characterise Nigerian universities notwithstanding, there is the concern that unlike the 1970s and 1980s when Nigerian universities ranked among the best universities globally, the universities in recent time rarely feature in global ranking systems. Bisong explained that the challenge of low ranking does not portray these universities as not good enough but that of visibility.

Interestingly, universities across the globe are by their philosophies, vision, and mission open for collaboration. Nigeria through its leaders drawn from the university system, captains of industries, where graduates of these universities are absorbed and political office holders, among others, can leverage on the technological drive, alternative funding, collaboration and global agenda for a renewed hope for this important sector in national development.

The trajectory that characterised the development of the first and second universities in Nigeria was more of planning along the lines of national development plans. Thus, the quest and preparation for self-determination amidst the development of Nigeria by Nigerians prompted the establishment of the first generation universities. The second generation universities were born after incorporating the plans into the nation’s development plans. The first generation universities are those established between 1948, when the University of Ibadan gained its national status from the hitherto University College London, and 1962 and the recognition of the University of Benin by the National Universities Commission in 1970. In the list are:

1. University of Ibadan, Ibadan, 1948

2. University of Nigeria, Nsukka, 1960

3. University of Ife, Ile Ife, that was later renamed, Obafemi Awolowo University, 1962

4. Ahmadu Bello University, Zaria, 1962, and University of Lagos, 1962

5. University of Benin, Benin, 1970

The trend continued with the Federal Government having the consciousness to establish universities to match the national development drive in post-independent Nigeria. Okoli et al. reported that the Third National Development Plan of the Federal Republic of Nigeria in 1972 proposed to establish four new universities between the period of 1975 and 1980 under the Federal Government’s leadership and control. Okoli et al. further stated that the Federal Government in April 1975 announced the establishment of the universities to be sited at Calabar, Jos, Maiduguri, and Sokoto. Moreover, additional three university colleges were to be established in Illorin, Port Harcourt, and Kano. Of course, between 1975 and 1980, the three university colleges became full fledge universities.

Besides the usual challenges of inadequate funding, curriculum gaps, among others, it is important to note here that such challenges can be classified under planning gaps. The major deduction that can be made from the analogy in the establishment of the first and second generation universities is that plans are usually made before the establishment of universities in Nigeria. For instance, in establishing the second universities, the Federal Government of Nigeria made the announcement to the general public in April and eventually established these universities in October 1975 after six months of putting mechanisms in place. Considerably, the idea must have been nursed executively before the announcement proposing the establishment. Again, the interest of the nation was at the forefront as justified in the geographical spread of these universities. This is not the case today as university establishment in Nigeria is highly politicised and established without room for adequate planning and preparations. This became very obvious when state government and later private ownership of universities were awarded. It is even worrisome about reading of proliferation of universities, certificate racketeering, kidnappings, and other forms of crises in Nigerian universities.

Despite the outlined challenges in the university system in Nigeria, it is of great necessity for stakeholders to ensure the integration and effective utilisation of digital tools. Evidence of the vital role of the utilisation of digital tools in the teaching and learning across the world is widely reported. Ali et al. [39] in a study carried out in Morocco using 539 participants with return rate of the distributed questionnaire of 225 found that 87.11 per cent agreed with the integration of information and communication technologies for pedagogical advantage. This is an indication that universities that adapt to this process can better deliver its mandate and remain in an advantageous position in the University Ranking System. Similarly, where delivery system tends to be largely dependent upon the tradition physical delivery system, such universities hardly come to the global limelight. This may not be healthy in the present era of twenty-first century where digitalisation is the trending process. Also, Lui and Ng [40] voiced the importance of zoom video conferencing platform in pedagogical delivery in universities. This unarguably promises to be a value addition for universities in Nigeria thus putting them on global level.

It is important to note that the observed trend where Nigerian youths seeking for university education migrate to European, American, Asian and French universities, among other preferred destinations outside the shores of Africa, can be reversed. No wonder Waruru [41] reported that Africa can devise a renewed approach the will rather market African universities as ideal destinations away from the current and usual trend of travelling outside. This is an issue that should form the cardinal objective of government policy initiatives in the development of university education in Nigeria. This will go a long way to reverse the popular ‘JAPA’ mantra that is growing occupying a significant place in the media space.

5. Final thoughts

Nigeria is poised to make university education relevant to national development needs, thus the increasing advocacy for collaboration for the development of the university system. This is more voiced in the diversification of university ownership, thus breaking the hitherto seemingly monopoly, where the government was the only proprietor of universities. Presently, private ownership of universities is gaining acceptance with the willingness of the Federal Republic of Nigeria to issue licences to proprietors with capacities to provide university education. Thus, the Federal Government, through its agencies, issues licences and provides regulatory, supervisory, monitoring, and evaluation mechanisms.

Again, the challenges faced by Nigerian universities, especially on the part of low investment with consequences of poor digitalisation process, the dawn of the COVID-19 pandemic brought a wind of change as universities in the pandemic era made frantic efforts to remain relevant. This tempo seems to have been sustained as universities in Nigeria are striving to remain online. However, the effectiveness and efficiency of the process, especially in comparison with universities beyond the shores of Nigeria leaves no doubt that much still has to be done.

Finally, it will be advantageous for proprietors of universities in Nigeria to effectively affiliate and collaborate with leading universities in the world through full or partial affiliation. Full affiliation in the context of this research implies complete ownership and regulation of any Nigerian university by best universities in the world. For instance, Federal Government of Nigeria can negotiate with these world leading universities to establish and run a model university in Nigeria. In terms of partial affiliation, a programme can be mounted by these world leading universities. On collaboration, there are diverse ways Nigerian universities can attract collaborative advantage––through joint research with university dons from these best universities the world over, staff exchange programmes, exposing of Nigerian university students to practical programmes in the best universities globally, among others. It is still agreeable that universities in Nigeria need adequate funding but these should be based on diversity of funding sources with emphases on research grants, inventions, interventions/endowment funds as strategies for improved funding.