On September 22, 2026, we brought our AI Literacy outreach to 110 students at MICFIS International School, Soka, Ibadan. Our mission was to equip students with practical, ethical, and critical AI skills to help them actively navigate and shape the future of work.
Key Highlights & Core Curriculum
- AI Fundamentals: We clarified modern algorithms, shifting students’ perspectives from viewing AI as magic to understanding it as human-coded architecture.
- The Art of Prompting: Students mastered a 5-step framework: stating the objective, providing context, specifying output formats, giving examples, and refining prompts for precise results.
- Responsible Innovation: We led discussions on responsible AI, focusing on bias, misinformation, data transparency, and ethical usage.
- Practical Lab & Critique: Using ChatGPT and Google Gemini, students brainstormed solutions for challenges they faced at home or school and generated study materials, while learning to critique AI outputs for factual accuracy and bias rather than treating them as absolute truth.
- AI Club Inauguration: To promote sustained peer learning, an AI Club was formally established at the school, complete with 5 democratically elected student executives (President, Vice President, Secretary, Public Relations Officer, and Treasurer).
Impact & Survey Outcomes
Evaluating a representative sample of 30 students revealed strong engagement and positive feedback:
- 100% Enjoyment & High Satisfaction: 100% of assessed students agreed that AI tools make learning enjoyable, while 93.34% expressed overall satisfaction with the session and 80% reported excitement about AI’s future potential.
- High Confidence & Practical Relevance: 96.67% felt comfortable using AI tools post-training (56.67% strongly agree, 40% agree, 3.33% neutral), 93.33% felt confident in their ability to learn new AI tech, and 86.67% demonstrated mastery in writing structured prompts.
Key Operational Insight
While participant enthusiasm was high, we identified a low baseline in computer literacy, with students preferring mobile devices and only a handful knowing how to use a computer, along with a baseline digital literacy gap that was noticeably more pronounced among female participants. Moving forward, we recommend incorporating foundational computer warm-up modules and establishing dedicated Girls-in-Tech peer support groups within the newly formed AI Club to ensure inclusive digital access.
