Published Paper Details:

Numerous technologies and platforms, including AI, which enhance teaching and learning pedagogy, abound. However, their effective adoption and implementation in developing African countries such as Nigeria depend on teachers' sufficient technological skills and competency, particularly in the use of AI tools. This study set out to investigate the technological skills and competencies of higher education teachers and their implications for pedagogical innovation. To realize this objective, the study adopted a scoping literature review strategy, using a systematic keyword-based search of databases, specifically Google Scholar, Scopus, and Web of Science to retrieve 163 recent studies on this subject from diverse literature. After applying inclusion and exclusion criteria, 21 articles met the selection criteria and were included in the study. Accordingly, the selected literature was coded and analyzed in line with the study's conceptual framework. Overall, it was found that technology skills, competency, and knowledge of the appropriate AI tool required to effect pedagogical transformation by teachers are insufficient.