Tosin Clegg
Oluwasegun Ige is a software engineer whose work sits at the core of Nigeria’s growing ed-tech ecosystem. From building early learning features at PASS.NG to leading technology at Class54, his career has focused on the often-unseen engineering decisions that determine whether digital learning platforms can scale, remain affordable, and reliably serve students. In this interview, Ige offers a behind-the-scenes look at the realities of building and maintaining ed-tech systems in Nigeria, and why software engineering is central to the future of digital education. Excerpts.
When people hear “ed-tech engineer,” they often imagine someone writing code all day. What does a typical workday actually look like for you?
A typical day is far more about problem-solving than pure coding. I spend a lot of time reviewing system performance, responding to user-related issues, and thinking about how learners are interacting with the platform. Some days start with analysing logs to understand why something slowed down overnight. Other days are spent in discussions with product or content teams to align technical decisions with learning goals. Coding is important, but in ed-tech, reliability, cost control, and scale matter just as much. The goal every day is simple: make sure students can learn without friction.
You started your ed-tech journey at PASS.NG. What lessons from that experience still guide your work today?
PASS.NG taught me that learning platforms live or die by retention, not just acquisition. We realised early that students needed feedback—something that showed progress and rewarded consistency. Building features like practice history helped students see improvement over time, which kept them engaged. It reinforced a key lesson for me: engineering decisions directly affect learning outcomes. If systems are intuitive and responsive, students stay longer and learn better. That understanding still guides how I think about building educational technology today.
How different is building ed-tech compared to other technology products?
Ed-tech is more sensitive. If an e-commerce platform goes down, someone might delay a purchase. If an ed-tech platform fails, a student might miss an exam preparation window. That pressure changes how you design systems. You prioritise reliability over novelty and clarity over complexity. There’s also a moral dimension—you’re building tools that shape futures. That responsibility forces engineers to think beyond features and focus on consistency, uptime, and accessibility.
At Class54, you’re working at a much larger scale. What changes when hundreds of thousands of learners depend on your systems?
Scale forces discipline. Every architectural choice affects cost, performance, and sustainability. At Class54, supporting over 300,000 learners means infrastructure decisions are educational decisions. If costs spiral, access becomes limited. If systems are slow, trust erodes. We had to optimise APIs, simplify services, and design efficient workflows so the platform remains affordable and reliable. At scale, you’re constantly balancing growth with stability.
One of the striking things about your work is cost efficiency. Why is that so important in Nigerian ed-tech?
Cost efficiency is access. In Nigeria, every extra dollar spent on infrastructure eventually affects pricing or sustainability. By optimising systems, we kept hosting costs extremely low without compromising performance. That allows more students to use the platform and keeps learning affordable. Engineering efficiency is one of the quiet ways ed-tech can support inclusion. It’s not glamorous, but it’s essential.
Connectivity remains a major challenge in Nigeria. How does that shape your engineering decisions?
It shapes everything. You can’t assume stable internet or powerful devices. We design features like offline access so learners aren’t blocked by connectivity issues. Engineering absorbs those realities so users don’t feel them. If students can continue learning despite poor internet, the platform has done its job. That’s the kind of invisible work engineers focus on every day.
How do you work with non-technical teams like educators or content creators?
Communication is key. Educators understand learning goals; engineers translate those goals into systems. I spend time explaining technical constraints and listening to educational priorities. When both sides understand each other, better products emerge. Ed-tech works best when engineering and pedagogy move together, not in silos.
What are some misconceptions people have about software engineers in education?
Many people think engineers are just implementers, not decision-makers. In reality, engineers shape what’s possible. Architecture choices determine whether a platform can scale, remain affordable, or support millions of learners. Engineering is strategic, not just operational, especially in education.
You’ve recently been recognised with a social impact award for your commitment to mentoring and empowering the next generation of software developers. What inspired this focus on community building, and what can we expect from your upcoming Senior Golang Developers Meetup 2026?
Empowering the next generation of developers has always felt like a responsibility, not an option. I benefited from communities and mentors early in my career, and I believe sustainable tech ecosystems are built when experienced engineers intentionally create learning spaces for others. That commitment to community growth is what led to the recognition, but more importantly, it continues to shape initiatives like the Senior Golang Developers Meetup 2026 (SeGoM 2026).
SeGoM 2026, themed “Go System Design at Scale: Engineering in the AI Era,” is designed as a roundtable for senior engineers to have honest, experience-driven conversations about building reliable backend systems. We’ll examine production design, performance, concurrency, and the real role of AI in engineering workflows — separating genuine value from hype. With speakers from CargoAI, Vesicash, and Careem, the focus is on practical insights, peer learning, and long-term relevance in a rapidly evolving ecosystem.
Finally, what advice would you give young engineers interested in working in ed-tech?
Focus on fundamentals and empathy. Understand how users learn and what challenges they face. Build systems that are simple, reliable, and scalable. Ed-tech isn’t about flashy technology. It’s about solving real problems for real people. If you keep that mindset, your work will matter.
Leave a comment