ABUBAKAR Mohammed Bojude, GARBA Mohammed Zailani, Mohammed Jamilu Usman
The labour market Nigerian business education graduates enter today is not the one the existing curriculum was designed to serve. Artificial intelligence is progressively automating routine cognitive tasks, replacing entry-level business functions, and reshaping the competencies employers require. However, the majority of business education programmes in Nigerian universities persist in organising content around knowledge areas built for a pre-AI economy. This paper presents a critical curriculum audit of business education programmes in five Nigerian universities, examining the degree to which current course content, learning outcomes, and graduate competency profiles correspond with the demands of an AI-driven labour market. The study finds notable discrepancies between what universities are producing and what the labour market is increasingly demanding. AI literacy, data-informed decision making, and adaptive problem-solving are noticeably absent from the majority of programme frameworks, while outdated content continues to occupy important curriculum space. The paper concludes by proposing a competency-based curriculum review framework to reposition Nigerian business education graduates as active collaborators with AI tools rather than candidates for displacement.