LECTURERS’ PREPAREDNESS FOR THE UTILIZATION OF ARTIFICIAL INTELLIGENCE IN TEACHING AND LEARNING PUBLIC UNIVERSITIES IN SOUTH EAST, NIGERIA

Abstract

The study examined lecturers’ preparedness for the utilization of artificial intelligence in teaching and learning in public universities in South East, Nigeria. Three research questions guided the study. The study adopted the descriptive survey design. The population of the study comprised 9,420 academic staff in public universities in Anambra State. The sample comprised 471 academic staff randomly drawn from the population of the study. Instrument titled: Questionnaire on Lecturers’ Preparedness for the Utilization of Artificial Intelligence in Teaching and Learning (QLPUAITL). The instrument has 30-items comprising three clusters A, B and C structured on a four-point rating scale. The instrument was validated by three experts in education. Test on the data collected using Cronbach Alpha reliability method yielded coefficient values of 0.80, 0.72 and
0.75. Mean and standard deviation were used in analyzing the data. The mean value was used to answer the research questions while the standard deviation was used to determine the relatedness of the respondents’ mean ratings. The study revealeda low level of lecturers’ preparedness for the utilization of artificial intelligence in teaching and learning in public universities in South East, Nigeria. The study concluded that various inhibiting factors such as lectures’ concern that the use of artificial intelligence may eventually take their job and not having enough time to learn how to make use of AI to automate tasks. Based on the findings, the study recommended that to address lecturers' concerns and enhance their preparedness for utilizing artificial intelligence in teaching and learning, universities should provide comprehensive training programmes and continuous support for them.