Emergency Remote Education in Nigeria: Challenges and Design Opportunities

Rebecca Nicholson*, Rebecca Strachan, Opeyemi Dele-Ajayi, Kemi Fasae

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingConference contributionpeer-review


There are currently approximately 20.2 million children in Nigeria out of school, exacerbated by ongoing conflicts demonstrating an ongoing need for Emergency Remote Education (ERE). Despite this, Nigeria remains an under-explored context and the specific challenges of providing ERE there are not fully understood. This paper reports on a mixed methods study of teachers experiences of enacting ERE in Nigeria in April 2020 with a questionnaire (n=374), diary study and follow up interviews (n=20) carried out. The con- tributions of the paper are two-fold; firstly, an in-depth study of ERE in Nigeria, demonstrating that teachers used WhatsApp as a tool of practical necessity, configured it to create a continued sense of place, and continued to enact largely traditional pedagogies. Sec- ondly, through reflection on these findings, we offer initial design considerations for technology use in ERE in low resource settings before outlining continuing design challenges for HCI researchers in this context.
Original languageEnglish
Title of host publicationProceedings of the CHI Conference on Human Factors in Computing Systems (CHI ’24)
Place of PublicationNew York, US
Number of pages14
Publication statusAccepted/In press - 19 Jan 2024
EventCHI 2024: Surfing the World - Hawaiʻi Convention Center, Honolulu, United States
Duration: 11 May 202416 May 2024


ConferenceCHI 2024
Country/TerritoryUnited States

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