ARTIFICIAL INTELLIGENCE AS A TOOL FOR ENHANCING INSTRUCTIONAL SUPERVISION OF ECONOMICS TEACHING IN NIGERIAN SECONDARY SCHOOLS

Abstract

The quality of Economics teaching in Nigerian secondary schools largely depends on effective instructional supervision that ensures adherence to curriculum standards and the use of appropriate teaching strategies. Traditional supervisory practices, however, are often constrained by inadequate manpower, limited monitoring tools, and delayed feedback mechanisms. With the increasing integration of digital technologies in education, artificial intelligence (AI) offers innovative opportunities to strengthen instructional supervision. This paper examines the role of artificial intelligence in enhancing instructional supervision of Economics teaching in Nigerian secondary schools. Adopting a position paper approach, the study critically reviews existing literature, educational policies, and emerging practices related to AI-driven supervision. The paper argues that artificial intelligence can improve supervision through continuous monitoring of instructional delivery, data-driven evaluation of teaching performance, timely feedback, and targeted professional development for teachers. The study concludes that strategic policy actions and sustained investment can facilitate effective adoption. The paper emphasizes the need for deliberate integration of AI into instructional supervision to improve teaching quality and learning outcomes in Economics.