This paper identified the ways in which Nigeria and her Information technology professionals can beneficially position themselves in the wake of the Fourth Industrial Revolution (Industry 4.0). The fourth industrial revolution refers to a range of new technologies that are fusing the physical, digital and biological worlds, impacting all disciplines, economies and industries, and even challenging ideas about what it means to be human. The research identified that key driving forces for the fourth industrial revolution included disruptive technologies, Internet of Things, Robotics, Artificial intelligence, and Virtual Reality. Skills that would be sort after in this digital economic era include professionals who have expertise in artificial intelligence, cyber security, as well as proactive developers who can build dynamic systems to suit into the digital revolution. Nigeria as seen in the research missed out on the three previous industrial revolutions and is about to miss out on the fourth industrial revolution and the research proffers solutions on how to prevent this disaster from happening and the role IT educators need to play to ensure a smooth glide of the Nigerian economy into the fourth industrial revolution.

The rapid growth of computers, mobile devices and digital media has changed the way we communicate and interact in the techno-age. This rapid growth of technology has also birthed new ways of engaging in crimes in ways that seem easy but very difficult to trace, investigate and prosecute. Cyber-crimes are on the increase making the Nigerian cyber space very insecure. Computer forensics investigation is relatively new in Nigeria but promises to serve as a watch dog in curbing and checkmating cybercrimes and ensuring cyber security. This paper aimed at examining the concepts of cyber-crime, cyber security and the implications of computer forensics investigation on cyber security in Nigeria.

The study was aimed at identifying the prospects of information and communication technologies (ICTs) for digital growth and National development. The research adopted a descriptive research methodology where a field survey was conducted. The population of the study comprised of Information and communication technology professionals in Nigeria. Furthermore, 100 information and communication technology professionals were purposively sampled from the academia and the industry, thus making the sample size 100. The instrument for primary data collection was a ten-point questionnaire. The result from the study identified artificial intelligence, robotics, cloud computing, ubiquitous computing, Internet of Things, big data analytics and block chain technology as key ICTs technologies that are driving the digital economy, fostering digital growth and national development. The study further revealed the prospects of ICTs for digital growth and National Development in Nigeria to include; increase in revenue, elimination of the black economy, reduction in corruption; increase in trust, privacy and integrity. These prospects however are hindered by some challenges identified in the study to include; Poor infrastructure, Policy implementation issues, high cost of ICTs, irregular access to ICTs, bureaucratic bottle necks, skills gaps and cyber security issues. The study therefore

The increasing demand for University education and continuous creation of new faculties to meet admission demand without corresponding increase in infrastructural and human resources to manage University affair bring complexity to the system. In addition, various dimensions of academic corruption are common in tertiary institutions especially in developing countries where Information and Communication Technology (ICT) is not sufficiently and effectively deployed to check mate behavioral excesses of staff and students. This paper therefore presented how ICT connects University leadership and academics (knowledge) for administrative effectiveness of Nigerian University based on secondary data material collected online from related articles, educational forum and data directly gathered from education administrators in Tertiary institution and students' experiences about education administration. It presents various Education ICT tools used in Information administration and learning. Some common corrupt practises that undermine University administration are highlighted and the COPYRIGHT © IAARR: www.afrrevjo.net 65Indexed African Journals Online: www.ajol.info combat strategy using a simple Digital Nervous System (DNS) was proposed to showcase a simple but innovative ICT-enabled interaction among the management, the students and the staff for the efficiency, effectiveness and productivity of administration in Nigerian Tertiary Education. This work will serve as an excellent guide to stakeholders, and University administrators towards improved administrative performance. It will foster the foundation for establishing a viable and sustainable ICT inspired learning. BACKGROUND AND RELATED WORKSInformation and Communication Technologies (ICT) is a general term used to describe information technology (IT) (such as computer hardware and software) and telecommunications (including the internet, mobile and landline phones). Education ICT refers to all the technology such as computer, Internet, mobile phones, Videos, content management systems, learning management systems such as Moodle and network used to handle teaching, learning and day to day management of educational institution. Globally, ICT changes the society dynamically. It is influencing all sectors of life including education sector. In the early days, computer is used in an instructional capacity, effectively playing the role of the teacher transferring knowledge to an individual. Nowadays, more collaborative, interactive and online elements is involved. Over the years, ICT stands out by their rapid evolution and revolution, continuously changing the modes of engagement with them. A long-time infusion of computers, and more recently ICT, has demonstrated effective impacts on teaching, learning, research and administrative purposes by lecturers, staff and management team. It provides students and teachers with more opportunities in adapting learning, teaching and managing the individual needs. It enables students to work together and to receive quicker feedback fr...

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