American Journal of Educational Research, 2021, Vol. 9, No. 1, 1-10 Available online at http://pubs.sciepub.com/education/9/1/1 Published by Science and Education Publishing DOI:10.12691/education-9-1-1 Imperatives of Paradigm Shift in Current Pedagogical Strategies in Nigerian Public Universities Bolupe Abayomi Awe * Department of Educational Management and Business Studies, Faculty of Education, Federal University Oye Ekiti, Nigeria *Corresponding author: Received December 13, 2020; Revised December 22, 2020; Accepted January 02, 2021 Abstract This paper is an exploratory research that focuses on the extent of preparedness by Nigerian Public Universities (NPUs) to cope with the challenges imposed by the Covid 19 pandemic. NPUs are characterized by traditional pedagogical approaches in academic engagements with students. The advent of Covid 19 requires a change from traditional strategy to Information Communication and Technology (ICT) mediated pedagogical approach to remove constraints imposed by compliance with Covid 19 protocols, namely social distancing, self – isolation and total lock down. Attempt to mitigate the ravaging effect of COVID 19 pandemic, led to the closure of universities in Nigeria (both private and public). This poses serious challenges to NPUs in that, while private universities activated their virtual learning environment for academic engagement with students during the lockdown, NPUs were incapacitated and are yet to be opened. The paper therefore examined the concept of virtual learning, the influence of ICT revolution on pedagogical strategies, the readiness of NPUs for virtual learning as well as constraints to virtual learning in NPUs. Some of the observable challenges facing virtual learning in NPUs include: poor ICT Policy, low internet penetration, high cost of access to the internet as well as attitudinal problems of students and lecturers towards ICT. Based on the problems highlighted, the following recommendations were made: formulation of an enduring ICT policy and its implementation by the Federal Government, adequate funding of NUPs, massive deployment of ICT infrastructure for virtual learning, reduced cost of internet services, provision of WiFi on the campuses, training programmes for lecturers and students on proficiency in ICT skills and improved access to internet facilities by lecturers and students in NPUs. Keywords: public universities, private universities, ICT, pedagogical strategies, Covid 19 Cite This Article: Bolupe Abayomi Awe, “Imperatives of Paradigm Shift in Current Pedagogical Strategies in Nigerian Public Universities.” American Journal of Educational Research, vol. 9, no. 1 (2021): 1-10. doi: 10.12691/education-9-1-1. 1. Introduction The statistics published by UNESCO on March 25, 2020 revealed that COVID-19 pandemic has disrupted schooling for more than 87% of the world’s student population, leading to closure of schools in 165 countries. This equates to 1,524,648,768 students, or 87.1% of the world’s student population. In order to mitigate the ravaging effects of COVID-19 pandemic, global reactions have been simultaneous on strategies for survival. These strategies include social distancing, self-isolation and total lockdown which reduce physical contact among the citizens to the barest minimum. These measures pose serious challenges to all educational institutions that rely mostly on traditional (face-to-face) pedagogical relationships. In Nigeria, as part of the damage control of corona virus, the Honourable Minister of Education directed all educational institutions in the country to close down immediately. On April 3, 2020, the Federal Government directed all vice chancellors, provosts and rectors on how to reopen using virtual learning after two weeks of closure. Unsure of how soon the COVID-19 pandemic will end, the Minister directed all tertiary institutions to activate learning environment to enable students continue their studies through digital device. He observed that COVID 19 has changed everybody and as such lecturers should device alternative ways to keep the system and academic activities going through the creation of virtual learning environment. This directive is premised on the appropriateness of technology in enhancing teaching and learning processes, particularly during the scourge. Globally, pedagogical relationship in the educational system is facing a lot of transformation due to the influence of Information Communication and Technology (ICT). For instance, Maphalala and Adigun [1] remarked that the implication of technology in higher education is obvious in this present time of COVID-19, when physical/social distancing has become the ‘new normal’ and communication and interpersonal relationships are fostered through digital platforms or online media. Clearly not many nations, developed or developing have any plan