Experts Push for Lifelong Learning in Nigerian Teacher Education

ABEOKUTA — As global education trends shift toward learner-centered models, experts are warning that traditional teaching methods are no longer sufficient to meet the demands of a rapidly evolving digital age.

​Speaking at the Centre for Research, Innovation and E-Educational Services (CRIEES) Colloquium held on Wednesday, May 6, 2026, at the Federal College of Education, Abeokuta, Dr. Joseph Bamidele Odunuga asserted that for teachers to remain relevant, they must transition from being mere “dispensers of knowledge” to “facilitators of learning.”

​The lecture, titled “Demystifying the Concept of Lifelong Learning: Integrating Andragogy in the 21st Century Teacher Education Curriculum,” highlighted a critical gap in current teacher training: the inability to distinguish between how children learn (pedagogy) and how adults learn (andragogy).

​Beyond the Classroom: The Lifelong Mandate

​Dr. Odunuga, a specialist in Early Childhood and Adult Education, argued that education is a continuous process spanning formal, informal, and non-formal sectors. He emphasized that in an era of rapid technological disruption, the ability to “learn, unlearn, and relearn” is the only way for educators to avoid professional obsolescence.

​“Education is not confined to the classroom; it begins at birth and ends at the grave,” Dr. Odunuga stated. “To stay ahead, professional growth is no longer a luxury—it is a survival strategy.”

​The Case for Andragogy

​A major highlight of the colloquium was the push for integrating andragogical principles into the teacher education curriculum. Dr. Odunuga explained that adult learners—including student-teachers and professionals—require practical, problem-based, and participatory methods rather than the standard lecture style.

• ​Experience-Driven: Adults learn best when they can draw on their own life experiences.
• ​Internal Motivation: Adult learners are driven by immediate application to their lives.
• ​Collaborative Learning: The 21st-century educator must be skilled in leading discussions rather than just delivering monologues.

​Institutional Support for Innovation

​Opening the event, the Deputy Provost (Administration), Dr. R.A. Soyele, representing the College Provost, described the theme as a timely intervention for the nation’s education sector. She noted that the college remains committed to fostering an environment where research and innovation drive instructional excellence.

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​The CRIEES Board Chairman, Dr. K.R. Ojo, echoed this sentiment, noting that the colloquium series serves as a vital platform for lecturers and students to update their intellectual toolkits.

​The event concluded with a call for teacher-training institutions to prioritize lifelong learning modules, ensuring that the next generation of Nigerian educators is equipped to handle both the pedagogical needs of children and the andragogical requirements of adult education.