How Accessible Publishers redefined digital knowledge access at NIBF 2026

By Olufemi Timothy Ogunyejo

AT the heart of the Wole Soyinka Centre for Culture and Creative Arts, Iganmu, Lagos, on Thursday, May 14, 2026, the atmosphere carried more than the familiar energy of the Nigeria International Book Fair. It carried the unmistakable rhythm of transition, a movement from traditional educational systems into a rapidly expanding digital future where knowledge is no longer imprisoned within physical walls, but increasingly driven by integrated technological ecosystems designed for accessibility, inclusion, and institutional growth.

Held with the theme, ‘Digital Adoption for School Growth,’ Accessible Publishers Limited staged what became one of the most intellectually engaging and professionally coordinated sessions of NIBF 2026. Far beyond a routine workshop, the programme evolved into a classical, robust, and highly interactive conversation on the future of education in Nigeria and Africa.

The energetic duo of Gen-Z achors of Esther Bamigboye and Itunu Towoju brought elegance, dexterity, humour, and remarkable stage coordination into the programme. Their light jokes, confident transitions, and engaging delivery created a lively atmosphere that kept participants attentive and relaxed throughout the event. Their chemistry on stage added glamour and youthful vibrancy to what was otherwise a deeply intellectual gathering.

The Managing Director and Chief Executive Officer of Accessible Publishers Limited, Mr. Gbadega Adedapo, delivered the welcome remarks with a compelling blend of reflection and strategic foresight. He described the seminar not merely as a digital conversation, but as “a bold engagement about the future of education and the responsibility of schools to evolve with changing realities.”

He stressed that digital adoption must no longer be viewed as a luxury reserved for elite institutions, but as an operational necessity for schools seeking relevance, sustainability, competitiveness, and improved learning outcomes. Adedapo argued strongly that schools must move beyond the shallow understanding of digital transformation as the mere acquisition of laptops, projectors, or internet subscriptions. According to him, genuine digital adoption involves rethinking the entire architecture of school administration, teaching delivery, parent communication, learner engagement, and academic reporting.

The keynote presentation was delivered by the Chief People Officer of Accessible Publishers Limited, Mr. Fola Vincent, whose address laid the intellectual foundation for the workshop. Vincent examined the structural realities confronting Nigeria’s educational system, including literacy gaps, unequal access to quality learning, infrastructural deficiencies, and the growing number of out-of-school children.

Yet his presentation was not pessimistic. Rather, it was a call for urgency. He noted that Nigeria’s educational environment is already becoming digitised through institutions like the Joint Admissions and Matriculation Board and the West African Examinations Council, both of which now operate heavily technology-driven systems. Schools, he argued, cannot afford to remain disconnected from this wider digital ecosystem. Institutions that delay digital integration risk becoming obsolete within the next few years.

The intellectual depth of the event became even more pronounced during the panel discussion moderated by Esther Bamigboye, whose command of the session drew admiration from participants. With calm professionalism and analytical precision, she guided the discussants through carefully structured questions that examined digital adoption from operational, pedagogical, administrative, economic, and societal perspectives.

Bernard Mayowa (left); Mr. Dapo Adebayo; Mrs. Ogechukwu Ezeokoli; MD/CEO, Accessible Publishers Ltd, Mr. Gbadega Adedapo; Dr. Sam Owokoniran; Mr. Folashele Vincent and Mr. Tosin Akeredolu

The panelists included a respected school proprietor, Dr. Sam Owokoniran, a technology specialist, Mr. Mayowa Bernard, a digital transformation expert, Mr. Dapo Adebayo and an experienced classroom teacher, Mrs. Ogechukwu Ezeokoli.

Bamigboye asked the panelists to redefine what digital adoption truly means beyond the simplistic idea of buying devices and software. Responding, Owokoniran explained that many school owners wrongly equate technology with prestige rather than functionality. According to him, genuine digital adoption occurs when technology improves learning outcomes, streamlines administration, enhances communication, and strengthens institutional accountability.

Bernard expanded the discussion by arguing that technology itself is neutral; the real challenge lies in implementation strategy. He observed that many schools purchase expensive digital tools without first understanding their institutional needs or preparing teachers adequately. As a result, several technology investments fail to produce measurable impact.

While addressing the Nigerian reality, Bamigboye raised concerns about infrastructural limitations, unstable electricity, poor internet penetration, affordability issues, and uneven teacher capacity, but Adebayo responded incisively that digital transformation in Nigeria must be contextual rather than imported wholesale from foreign educational models. He advised schools to adopt scalable systems that reflect local realities while still preparing learners for global competitiveness.

On the question of where schools should begin their digital journey, Ezeokoli offered one of the most practical responses of the session, when she maintained that schools should begin with areas that directly affect teaching and communication before pursuing sophisticated innovations. According to her, a simple but functional school management system can transform communication among schools, teachers, students, and parents long before advanced artificial intelligence tools are introduced.

The moderator’s question on why many schools fail to convert technological investments into improved learning outcomes generated particularly engaging exchanges among panelists and participants. Owokoniran insisted that leadership discipline is central to digital success. Technology, he argued, cannot compensate for weak administration or poor institutional vision.

The teacher factor also emerged as one of the dominant themes of the session. Bamigboye wanted to know how schools can ensure that digital adoption supports teachers rather than become additional burden.

Responding passionately, Ezeokoli warned that schools often introduce digital systems without first training educators who are expected to use them daily. She stressed that teacher training must not be treated as an afterthought but as the foundation of sustainable digital transformation. Bernard reinforced this point by observing that many teachers initially resist digital systems because they fear complexity, embarrassment or displacement. According to him, schools must simplify technology adoption and create supportive learning environments where teachers can gradually build confidence.

The discussion became even more animated when the conversation shifted toward parents and school reputation with Bamigboye noting that parents today expect more transparency, responsiveness, and real-time academic communication from schools. The panelists unanimously agreed that digital systems now serve not only academic functions but also trust-building functions.

Adebayo then remarked that parents increasingly judge schools by the quality of communication they receive. Digital reporting systems, online assessments, learning dashboards, and instant communication tools, he explained, strengthen parental confidence and institutional credibility.

Another intellectually stimulating moment emerged during discussions on balancing traditional books with digital and AI-enabled learning platforms. The panelists cautioned against presenting print and digital learning as enemies. Rather, they advocated hybrid systems where traditional educational materials coexist with interactive digital platforms capable of expanding access and improving learner engagement.

The unveiling and discussion around SmartEdu Hub further reinforced Accessible Publishers’ strategic direction within the digital learning ecosystem. Presented as an integrated school management and learning platform, SmartEdu Hub was described as a unified environment that combines school administration, assessments, academic records, communication systems, video learning, and digital reporting into a single framework. Participants viewed the platform as evidence that the future of education lies in integrated systems rather than fragmented technological tools.

The audience participation segment became one of the liveliest moments of the workshop. School proprietors, teachers, ICT administrators, and education stakeholders contributed comments, observations, and questions that deepened the conversation even further. One participant raised concerns about the affordability of digital systems for low-cost private schools operating within difficult economic conditions. In response, Mr. Bernard argued that digital adoption should not be approached as a one-time expensive revolution, but as a gradual process of strategic scaling.

Another audience member questioned whether excessive technology could weaken human relationships within schools. Owokoniran responded thoughtfully that technology should enhance human interaction, not replace it. According to him, the best educational systems are those where digital tools strengthen teaching, communication, mentorship, and learner support.

Several teachers in attendance also shared experiences regarding resistance to digital systems within schools. Mrs. Ezeokoli acknowledged the reality of such resistance but noted that consistent training, mentorship, and simplified implementation often help educators embrace innovation more confidently.

In closing, the Chief Finance Officer of Accessible Publishers Limited, Mr. Moruf Yusuf, appreciated participants, discussants, moderators, educators, and institutional partners for contributing to what he described as “a transformative educational dialogue capable of shaping the future of school growth in Nigeria.”

As refreshments, networking, and exhibitions followed, the significance of the workshop lingered beyond the auditorium. What Accessible Publishers Limited demonstrated at NIBF 2026 was not merely a seminar on technology. It was a strategic declaration that the future of education belongs to institutions capable of merging pedagogy, technology, administration, and accessibility into one coherent ecosystem of learning.

In a society still grappling with educational inequality and uneven access to quality learning, Accessible Publishers positioned itself at the frontier of knowledge accessibility, a frontier where learning becomes mobile, schools become data-driven, teachers become digitally empowered facilitators, parents become informed partners, and students become active participants in their educational journeys.

And in that profound sense, the conversation at the National Theatre was not simply about schools adopting technology. It was about knowledge itself becoming more accessible to all and sundry.