Education stakeholders and technology experts have called for urgent action to address the growing gap in practical science education across Nigerian schools, warning that continued dependence on theory-based learning could weaken the country’s future pipeline of innovators, technicians, scientists and problem-solvers.

The call was made during the Beyond Theory STEM Initiative webinar, organised by TLChub, an education technology initiative founded by Taiwo Fapohunda. The online event brought together science teachers, school leaders, education stakeholders and technology professionals to examine how technology can improve access to practical STEM learning in Nigerian schools.

The webinar, themed “Beyond Theory: Technology Innovation for Practical STEM Education in Nigeria,” focused on the need to move science learning beyond memorisation and examination preparation towards observation, experimentation, measurement, critical thinking and real-world problem-solving.

Speaking during the session, Fapohunda said the initiative was inspired by the realities faced by many Nigerian schools, especially public and low-funded schools where laboratory access, equipment and practical teaching resources remain limited.

According to him, practical science education is not only a classroom issue but a national development concern.

He said: “A country that teaches science only as theory limits the pipeline of inventors, technicians and problem-solvers. We have brilliant students in Nigeria, but they need stronger access to practical STEM learning so they can become innovators and nation builders.”

The first keynote speaker, Dr Olawale A. C. of the Department of Science and Technology Education, University of Ibadan, said practical science remains central to students’ conceptual understanding, scientific literacy, motivation and career development.

He identified poor laboratory infrastructure, lack of equipment, insufficient or expired chemicals, overcrowded classrooms, teacher workload, funding constraints and examination pressure as major barriers affecting practical science teaching in Nigerian secondary schools.

Dr Olawale noted that many schools either lack functional laboratories or operate with limited facilities, making it difficult for students to develop the laboratory skills required for meaningful science learning.

He called for improved laboratories, teacher professional development, support staff, stronger partnerships and technology-enabled support systems that can help schools deliver practical science more effectively.

The second keynote speaker, Mr Sulaymon Tajudeen, Founder of Passclix, Software Engineer and EdTech Consultant, said technology should not merely digitise existing examination-focused habits but should support deeper learning.

He explained that digital tools should help learners move from memorising formulas to experimenting, receiving feedback, solving problems and applying knowledge to real-life contexts.

Tajudeen highlighted digital learning platforms, simulations, virtual laboratories, AI-supported learning, mobile-first design, low-data access, shared resources and learning analytics as important tools for improving STEM learning in Nigeria.

He also emphasised the need to design solutions around the Nigerian context rather than simply copying models from countries with stronger infrastructure.

The third keynote speaker, Mr Abayomi Ajao, Founder of Zulfah Group and Virtual Lab/STEM Innovation Expert, said virtual laboratories should be understood as interactive digital environments where students can select equipment, manipulate variables, take measurements, observe outcomes, make mistakes and repeat experiments safely.

Ajao stressed that virtual laboratories should not replace physical laboratories but should enhance them, especially in schools where students have limited access to real apparatus and practical sessions.

He recommended a hybrid model in which students first use virtual labs to understand procedures and practise safely before engaging with physical laboratories where available.

Participants at the webinar also raised concerns about students’ limited access to devices, high data costs, unstable electricity, overcrowded classrooms and the difficulty of implementing innovation in public schools without partnership support. Similar concerns were captured in the Vanguard report, which noted that speakers encouraged government support, CSR partnerships, shared school technology spaces and community volunteering as immediate ways forward.

Fapohunda said the next phase of the Beyond Theory STEM Initiative will include a school needs survey, a STEM innovation working group and a pilot involving selected schools.

He explained that the pilot will help TLChub assess school equipment, device access, internet conditions, teacher readiness, student feedback, assessment outcomes and the technical reliability of curriculum-aligned virtual laboratory resources.

He added that the aim is to begin with a small number of pilot schools in order to test and refine the solution before wider deployment.

“This is not just about hosting a webinar. It is about moving from conversation to action. We want to work with schools, teachers, technology experts, sponsors and education stakeholders to build practical, inclusive and sustainable STEM learning solutions for Nigerian learners,” Fapohunda said.

The Beyond Theory STEM Initiative is expected to continue with further engagement involving schools, subject experts, software developers, UI/UX designers, simulation engineers and education stakeholders as TLChub works towards developing practical digital tools for Nigerian STEM education.