Exploring the use of technology in improving access to education for internally displaced children in Nigeria: A review

The ongoing conflicts and instability in various regions of Nigeria have resulted in a growing number of internally displaced persons (IDPs), including a significant population of children. These displaced children face significant barriers in accessing quality education, which is crucial for their personal development, social integration, and future prospects. This literature review aims to explore the potential of technology in improving access to education for internally displaced children in Nigeria. The review examines the current landscape of access to education for internally displaced children in Nigeria, explores, the role of technology in addressing the educational needs of internally displaced children, analyzes innovative technological interventions implemented in Nigeria to improve access to education for internally displaced children, assesses the effectiveness and sustainability of technology-based educational initiatives targeting internally displaced children. Other objectives include identifying the policy and infrastructure requirements necessary for the successful implementation of technology-based initiatives for internally displaced children, identifying the specific challenges and barriers faced by internally displaced children in accessing quality education in Nigeria and making recommendations for the Nigerian Government. The review synthesizes findings from both academic literature and practical case studies, highlighting successful initiatives and best practices in using technology to improve educational access for internally displaced children. The findings of this literature review are expected to inform policymakers, educational stakeholders, and humanitarian organizations on the role of technology in addressing the educational needs of internally displaced children in Nigeria. The review provides recommendations for the development and implementation of technology-driven educational programs that are tailored to the unique circumstances and requirements of this population, ultimately contributing to the goal of providing equitable access to quality education for all. © The Author(s) 2024.