TECHNOLOGICAL PEDAGOGICAL TRANSFORMATION AND ENGLISH LANGUAGE EDUCATION IN NIGERIA: ADVANCING TECHNICAL COMMUNICATION IN THE FOURTH INDUSTRIAL REVOLUTION

Abstract

The advent of the Fourth Industrial Revolution (4IR) has changed educational systems worldwide including Nigeria, which has led to the emergence of modern approaches to language teaching and learning. In Nigeria, English language pedagogy is carried out through traditional methods of teaching that insufficiently prepare learners for digitally mediated workplaces. This study examines the digitalisation of English language pedagogy in Nigeria and investigates how emerging 4IR technologies can enhance technical communication competencies among students. The study employs a qualitative systematic review methodology; the study synthesises evidence from peer-reviewed literature, policy documents, and scholarly publications on digital learning, language education, and educational technology. Using the Technological Pedagogical Content Knowledge (TPACK) framework, the study examines the intersection of technology, pedagogy, and content knowledge in English language instruction. Findings reveal four major themes: accessibility, personalised and adaptive learning; real-time feedback and autonomous learning; interactive and contextualised learning environments; and the need for ethical frameworks and educator preparedness. The study concludes that digital tools such as artificial intelligence-powered chatbots, virtual assistants, language learning platforms, and blended learning systems significantly improve learner engagement, communication competence, digital literacy, and workplace readiness. Hence, digitalising English language pedagogy is essential for equipping Nigerian students with the communication and technological competencies required in the contemporary knowledge economy and recommends a context-sensitive framework that integrates technological, pedagogical, and institutional reforms to advance sustainable educational development.