ABUJA — Education experts have stressed the need to strengthen digital skills among Nigerian teachers and students as technology continues to change how learning materials are created, distributed and used. They said providing devices alone would not guarantee better education unless teachers and students were trained to use them effectively. Digital tools can support learning in several ways. Students can access educational resources, practise skills and communicate with teachers through online platforms. Teachers can use technology to prepare lessons, present information and monitor student progress. However, the benefits depend on whether schools have adequate infrastructure and trained personnel. Reliable electricity and internet connectivity remain important challenges in many communities. Schools without consistent power may find it difficult to maintain computers and other devices. Internet costs can also make online learning difficult for families and institutions with limited resources. Digital programmes therefore need to consider local conditions rather than assuming that every school has the same level of access. Teacher training is particularly important. Educators need practical knowledge of how digital tools can complement classroom teaching. They also need to understand online safety, privacy and the reliability of information found on the internet. Professional development can help teachers incorporate technology without allowing it to distract from learning objectives. Students also require digital literacy. Knowing how to operate a device is different from knowing how to evaluate information or behave responsibly online. Young people need to understand issues such as misinformation, privacy, cyberbullying and intellectual property. These skills are increasingly important as more aspects of education and employment move online. Digital learning can also provide opportunities for students with different learning needs. Recorded lessons, interactive exercises and other resources can allow learners to practise at different speeds. However, technology should complement rather than replace teachers. Teachers provide guidance, motivation and social interaction that digital platforms cannot fully reproduce. Schools must also ensure that digital programmes do not create additional inequalities. Students from wealthier households may have access to personal devices and fast internet at home, while others depend entirely on school facilities. Public programmes should therefore focus on expanding access to underserved communities. Partnerships with technology companies can provide equipment and training, but institutions need clear agreements concerning data protection and long-term maintenance. Devices that are donated without plans for repairs or replacement may quickly become unusable. Curriculum development should also reflect changing technology. Students may need stronger foundations in coding, data analysis, digital communication and problem-solving as the labour market evolves. These skills should be introduced appropriately according to age and educational level. Digital transformation in education is a long-term process. It requires investment in infrastructure, teacher development, curriculum and maintenance. Policymakers should evaluate programmes based on learning outcomes rather than the number of devices distributed. If technology helps students understand concepts better, improves access to materials and supports teachers, it can make a meaningful contribution to education. Experts said Nigeria's goal should therefore be to build a digitally capable education system rather than simply a technology-filled one. The distinction is important because effective digital education depends on people, infrastructure and responsible use as much as it depends on devices.