AI-Driven Architectural Planning in the Global South Context: Nigeria in Focus

Authors

  • Kanayo Stephen Chukwuka Dr B. U. Nzeribe State Polytechnic, Awo Omamma
  • Geraldine Chinwe Aneke Department of Architectural Technology, Dr B. U. Nzeribe State Polytechnic, Awo Omamma

DOI:

https://doi.org/10.63996/njte.v25i2.90

Keywords:

Artificial Intelligence (AI), Architecture, Global South, Technological Determinism

Abstract

The growing democratization of Artificial Intelligence production and consumption worldwide is reshaping the contemporary architectural sector. Whereas existing literature focuses more on application models fitted for developed nations, research on AI-driven architectural planning is still scanty in the Global South Zone, particularly in Nigeria. This study therefore explores the extent of structural adoption of AI tools in architectural planning within select economies of the Global South. Importantly, it canvasses for a regional, participatory approach through the twin theoretical lens of Technological Determinism and Diffusion of Technology to position AI not as a replacement but as an enhanced digital agency for sustainable, context-based architectural planning. This study argues that AI architectural planning tools offer accessible opportunities for site analysis, design, cost evaluation, and holistic participatory planning, despite challenges of informal settlements, climate change, and weak data infrastructure. Anchoring on a qualitative research method, preliminary findings reveal unstructured, unregulated structural integration with skill gaps and acute lack of regional datasets. Fundamentally, the research recommends the incorporation of AI architectural policy  and implementation; investment in open, context-driven data and approach; and promotion of capacity building and public-private partnerships.

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Published

2026-08-11

How to Cite

Chukwuka, K. S., & Aneke, G. C. (2026). AI-Driven Architectural Planning in the Global South Context: Nigeria in Focus . Nigerian Journal of Technical Education, 25(2), 31–42. https://doi.org/10.63996/njte.v25i2.90