Development and Evaluation of an AI-Powered Experiential Learning Platform for Enhancing Climate Literacy and STEM Skills in a Nigerian Tertiary Institution: A Pilot Randomised Controlled Study

Abstract

The accelerating impacts of climate change necessitate innovative pedagogical approaches that enhance climate literacy and applied problem-solving skills, particularly in vulnerable regions such as Nigeria. This study developed and evaluated an AI-powered experiential learning platform designed to strengthen climate literacy and STEM competencies among undergraduate students. A pilot randomised controlled trial employing a convergent mixed-methods design was conducted at Adeyemi Federal University of Education (AFUED), Ondo. Sixty (60) 300-level STEM undergraduates were randomly assigned to either an experimental group that engaged with the AI-based platform or a control group receiving conventional lecture-based instruction over a 12-week period. Quantitative data were collected using validated pre- and post-test instruments and analysed using independent and paired-samples t-tests, as well as multiple regression analysis. Qualitative insights were obtained through focus group discussions and open-ended surveys and were analysed thematically. Results indicate that students in the experimental group demonstrated a statistically significant improvement in climate literacy and STEM skills (41.9% gain, p < 0.001) compared to the control group (13.0% gain). Regression analysis further revealed that platform usage was a strong positive predictor of post-test problem-solving performance after controlling for prior knowledge and academic performance. Qualitative findings showed enhanced engagement, deeper conceptual understanding, and increased motivation, although challenges related to infrastructure reliability were also identified. Overall, the findings provide preliminary empirical evidence that AI-powered experiential learning platforms can enhance climate education outcomes in Nigerian tertiary institutions. The study demonstrates feasibility and highlights implications for curriculum innovation, digital infrastructure investment, and future large-scale research.

Keywords: Artificial intelligence; experiential learning; climate literacy; STEM education; Nigeria; tertiary education

Citation: Akinnubi R. T. & Oziegbe R. (2026). Development and Evaluation of an AI-Powered Experiential Learning Platform for Enhancing Climate Literacy and STEM Skills in a Nigerian Tertiary Institution: A Pilot Randomised Controlled Study. Journal of Education, Science and Technology, (1) 1.124-131.

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