Developing an Original Adaptive Curriculum Design Framework for Technology-Enhanced Learning in Resource-Constrained Nigerian Educational Contexts

Adaptive curriculum design for technology-enhanced learning in resource-constrained environments requires theoretical frameworks that account for variable infrastructure, diverse digital literacy levels, and the pedagogical priorities of communities where technology access is uneven, and developing such a framework for Nigerian contexts makes an original contribution to instructional technology theory. This study developed an original Adaptive Curriculum Design Framework for Technology-Enhanced Learning in Nigerian resource-constrained educational contexts. A multi-phase theory-building methodology was employed: systematic review of curriculum design for technology-enhanced learning in low-resource contexts (68 publications from 2019 to 2024), participatory design research with 180 teachers across 12 schools representing high, medium, and low resource environments in Kano (NW), Lagos (SW), and Borno (NE) States, Delphi expert consultation with 22 instructional design and educational technology specialists, and iterative framework refinement. Participatory design research confirmed that linear adaptive models assuming uniform connectivity, device parity, and technical support were inapplicable in 78.3 percent of surveyed school contexts. The original Adaptive Curriculum Design for Technology-Enhanced Nigerian Learning Framework (ACDENL) proposes a four-level curriculum design architecture: foundation design (offline-capable core), accessible enhancement (low-bandwidth supplementary), connected enrichment (bandwidth-dependent expansion), and transformative integration (full connectivity-enabled reimagining). Each level includes design standards, teacher capability requirements, and minimum infrastructure specifications. Expert validation confirmed the framework's theoretical originality, practical utility, and contextual relevance across the three geopolitical zone contexts.

Keywords: adaptive curriculum design, technology-enhanced learning, resource-constrained contexts, Nigeria, original framework