The rapid expansion of Artificial Intelligence (AI) is transforming global labor markets and intensifying demand for advanced digital skills. Higher education institutions (HEIs) play a central role in credentialing these competencies. As Africa's largest economy, Nigeria represents a critical case for the Global South in examining how emerging systems are responding to the AI skills imperative. This systematic review examines the development of AI-related skills and credential offerings in Nigerian higher education, evaluating their alignment with global competency frameworks, industry expectations, and national development priorities. Following PRISMA 2020 guidelines, nine databases and institutional repositories were searched for literature published between 2020 and 2025. Of 2,187 records identified, 48 studies met the inclusion criteria. Data were extracted using a structured framework capturing credential types, skill clusters (technical, foundational, ethical/governance), alignment indicators, and ecosystem factors. A narrative thematic synthesis was conducted. The findings reveal a rapidly expanding but fragmented credential ecosystem dominated by postgraduate programs and industry-linked micro-credentials. Curricula emphasize technical and foundational competencies, while ethical, governance, and socio-technical skills remain inconsistently integrated. Although there is partial alignment with global standards, contextual adaptation and coordinated benchmarking are limited. Infrastructure constraints, faculty capacity gaps, and funding pressures persist as systemic barriers. Nigeria's AI education landscape demonstrates significant dynamism but must shift from credential proliferation toward deeper capability formation. A context-sensitive, globally aligned framework is necessary to support sustainable and locally relevant AI innovation.
Artificial Intelligence; Digital Transformation; Higher Education; Global South; Skill Development.
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