Integrating Emerging Technologies into Science, Technology, Engineering, and Mathematics (STEM) Curriculum for Enhanced Skills Acquisition in Kano State Science and Technical Schools

STEM education is pivotal for fostering innovation, economic growth, and workforce readiness in the 21st century, particularly in developing contexts where technological skills are becoming indispensable. In Kano State, Nigeria, STEM education is confronted with challenges such as outdated curricula, inadequate infrastructure, and limited exposure to emerging technologies including Artificial Intelligence (AI), Internet of Things (IoT), Robotics, and Virtual Reality/Augmented Reality (VR/AR). These challenges have hindered the ability of science and technical schools to equip learners with the practical skills and digital literacy required for the Fourth Industrial Revolution. This study investigates the current state of STEM education in Kano, highlighting systemic barriers such as insufficient teacher training, poor access to electricity and internet facilities, and fragmented policy implementation. It further reviews international and African best practices, drawing lessons from case studies in Rwanda, Kenya, and Ghana, where the integration of digital tools into STEM learning has significantly improved student engagement, creativity, and employability. The paper proposes a contextualized framework for Kano State that emphasizes policy alignment, curriculum modernization, infrastructure development, teacher capacity building, and public–private partnerships. The study underscores the transformative potential of emerging technologies to foster experiential learning, bridge educational gaps, and promote sustainable innovation. Recommendations include targeted investments, localized content development, and continuous professional training to ensure effective adoption and long-term impact.