The rapid convergence of artificial intelligence, digital education, and computational linguistics has reshaped pedagogical practice, research paradigms, and language technology development in Nigeria. Despite the country’s growing digital ecosystem, the integration of computational linguistics into teacher-education institutions remains uneven. Using Adeyemi Federal University of Education as a policy case model, this article investigates the dynamics, gaps, and prospects of integrating computational linguistics within Nigeria’s digital-education transformation. Drawing on recent empirical, policy, and technological studies – including work on multilingual NLP for Nigerian languages, named-entity recognition systems, digital lexicons, AI-enabled pedagogies, and teacher digital competencies – this article presents a discourse analysis of how interdisciplinary digital education can bridge national challenges in language policy implementation, AI adoption, and indigenous-language revitalisation. The study argues that computational linguistics offers one of the most sustainable frameworks for expanding digital inclusion, enhancing teacher capacities, strengthening multilingual education, and positioning Nigeria within global AI futures.
Keywords: Adeyemi Federal University of Education, Nigerian higher education, computational linguistics, digital education, digital humanities and interdisciplinarity
