CC BY 4.0Adeyeye, Sophia2022-09-072022-09-072022-09-072022-09-07https://2022.ifla.org/https://repository.ifla.org/handle/20.500.14598/2050This study explored some observatory inaccuracies and progressive paces in Library and Information Science (LIS) education at which curriculum developers operate in keeping abreast with lingering volatile issues in the societies and digitization trending technologies to develop the influential skills of the new generation professionals towards better societal relevancies. The curriculum should not be viewed as being sufficient in its scope to mere degree-awarding capacities but also as an astute tool that builds human values that command more respect among other spectre professionals in society. The study examined the unanimity views of the Library Professionals in Nigeria being the phenomenal scenes at which the inaccuracies were observed, though the issues might not be peculiar to this setting. The study engaged sixty librarians practicing in Nigeria as participants selected through purposive and quota sampling. The study used questionnaire to collect data which was analysed using simple percentages. The finding revealed many helpful and foresighted prospects in the adoption of the solicited reviews in the LIS curriculum, many of which justified the research objectives. In the light of this, the recommendations were made to sensitized the curriculum developers and corporate professional agencies or commissions managing the affairs of librarianship education to duly adopt the inclusion of social and digital trends in curriculum for the achievement of a higher degree of societal impacts and lifelong opportunity.enhttps://creativecommons.org/licenses/by/4.0/Subject::Social changeSubject::Library and information scienceSubject::Digital skillsSubject::Lifelong learningSubject::Library and information science educationArticlesSophia Adeyeye