AI-Powered Simulations and Virtual Laboratories: Reimagining Undergraduate Chemistry Education in Nigeria

The integration of Artificial Intelligence (AI) into science education has opened new frontiers for innovative teaching and learning, particularly in resource-constrained environments. This paper presents a theoretical and conceptual exploration of the potential of AI-powered simulations and virtual laboratories in transforming undergraduate Chemistry education in Nigeria. Drawing on established learning theories — including constructivism, experiential learning, and connectivism — the paper argues that AI-driven virtual labs offer a viable, scalable, and pedagogically robust alternative to conventional physical laboratories, which are often inadequately equipped in many Nigerian universities. The paper examines the conceptual frameworks underpinning AI-powered simulation tools, highlighting their capacity to provide interactive, personalized, and safe experimental experiences for undergraduate Chemistry students. It further interrogates the pedagogical affordances of these technologies in enhancing students' conceptual understanding, laboratory skills, and scientific reasoning. Key challenges — including infrastructural deficits, digital literacy gaps, economic barriers, and policy limitations — are critically analyzed alongside actionable, evidence-based recommendations for stakeholders in Nigerian higher education. Drawing on comparative experiences from across the Global South, the paper also situates the Nigerian context within broader international discourse on technology-enhanced science education. The paper concludes that deliberate investment in AI-powered virtual laboratory technologies, supported by robust policy frameworks, curriculum reform, and capacity-building initiatives, holds significant promise for revolutionizing Chemistry education at the undergraduate level in Nigeria and across the African continent.