10/25/2026
Tech, STEM and AI in Developing Countries: A Serendipity of Opportunities
Article By Maisarata Uqubatu Ahmad
Sometimes, an opportunity can change the way a young person sees their future. It might begin with a simple question, a small experiment, or the chance to try something they have never done before.
Think about a student in Nigeria who wants to learn how mobile apps are made but has never attended a coding class. Or a student in India who is interested in robotics but goes to a school without a proper laboratory.
Both students are curious and willing to learn. What they may not have is the right equipment, someone to guide them, or a place where they can put their ideas into practice.
Technology is opening some new doors. Students can learn through online lessons, explore free software, and use AI tools to understand unfamiliar topics. But having access to these tools is only the beginning. The bigger question is what young people can actually learn and create with them.
The Importance of STEM
AI can help students write code, explain difficult concepts, and develop early ideas. But getting an answer from AI does not necessarily mean understanding it.
If a program does not work, a student needs to investigate the problem. If AI gives an incorrect explanation, they need enough knowledge to recognise it. That is why mathematics, science, engineering, and computing still matter so much.
I have seen this myself while experimenting with AI tools to create short video scenes. Sometimes, a character moves in the wrong direction, the dialogue sounds unnatural, or too many things happen in one scene.
I have to go back, change my instructions, and try again. Even after several attempts, the result may not be exactly what I had imagined.
This experience has taught me that using AI is not always as simple as typing a prompt and getting the result you want. You need patience, creativity, and the ability to notice what went wrong and work out how to improve it.
Young people need the chance to learn this through practice. They should not only learn how to use AI but also how to question its answers, recognise its mistakes, and think for themselves.
Learning by Doing
Sometimes, one small project is enough to spark a new interest. A student who starts coding might discover a passion for software development. Someone building a simple electronic device might become interested in robotics or environmental technology.
India’s Atal Tinkering Labs give students opportunities to explore ideas through hands-on activities and experimentation.
Nigeria has a similar example. In January 2024, the Build-A-Thon initiative brought together 1,500 secondary school students from 150 schools in Owerri, Maiduguri, and Abeokuta for four days of practical technology learning.
Students explored Raspberry Pi, embedded systems, and the Internet of Things. They also worked on prototypes, including smart-home ideas and assistive devices.
What stands out about programmes like this is that students get to do more than listen to explanations. They have the opportunity to try things, solve problems, and see what they can make with the knowledge they gain.
Not every school has the resources to build a modern technology lab. But learning opportunities can start on a smaller scale—with shared computers, coding clubs, offline lessons, volunteer mentors, or projects that address problems in the local community.
The Challenge of Access
Of course, these opportunities are not available to everyone.
Some students have reliable internet, personal devices, and teachers who can help them explore technology. Others struggle with electricity, connectivity, or even access to a computer.
UNICEF Nigeria reported that registrations on the Nigeria Learning Passport increased sixfold in 2023, reaching more than 750,000 children. It is an encouraging example of how digital platforms can help make learning resources available to more students.
However, access to a platform does not automatically mean that every child can use it successfully.
The International Telecommunication Union estimated that in 2024, internet use reached 27% of people in low-income countries, compared with 93% in high-income countries.
AI also comes with its own challenges. It can provide incorrect information, reflect bias, or struggle with local languages and contexts. Students need guidance to use these tools safely and responsibly.
This is why technology cannot replace good teachers, strong basic education, or practical learning. It needs to work alongside them.
Turning Opportunities into Skills
At Code Orbit, we believe young people should have opportunities to learn coding, AI, and other STEM skills, regardless of where they live or what resources their schools have.
Through our global, student-led learning community, we aim to connect learners with mentors, give them opportunities to exchange ideas, and encourage them to work on projects of their own.
With the guidance and support of, Nazifi Adam, Program Director, Nigeria at Code Orbit, we continue to value the role that mentorship and practical learning can play in helping young people explore technology and develop their skills.
For me, the most important part of learning is not simply completing a lesson. It is having the confidence to try something, make mistakes, ask questions, and try again.
We should not measure success only by the number of computers provided, courses launched, or students enrolled. We should also ask what students have learned, what they can build, and whether they can use their knowledge to solve problems independently.
We may never know where a first coding lesson or a small school project will lead. It could introduce a student to a subject they never considered before, or inspire them to develop an idea that helps their community.
The real opportunity is not just giving young people access to technology. It is giving them the chance to explore, learn from their mistakes, and discover what they are capable of creating.
References and further reading
1. UNICEF — Updated Situation Analysis of Nigeria 2024
2. Research review — AI Tools in Computer Programming Education
3. Government Of India— Atal Tinkering Labs
4. UNICEF Nigeria — Connecting Every Child to Digital Learning
5. International Telecommunication Union — Facts and Figures 2024: Internet Use
6. UNESCO — Global Education Monitoring Report 2023: Technology in Education
7. Federal Ministry of Communications, Innovation & Digital Economy — Build-A-Thon Initiative
