Keywords:-
Article Content:-
Abstract
The increasing availability of artificial intelligence (AI) tools presents new opportunities and challenges for teaching and learning in higher education. This study examined lecturers’ awareness of and attitudes towards the use of AI tools at the University of Nigeria, Nsukka. A descriptive survey design was adopted. Four research questions and two hypotheses guided the study. The population comprised academic staff in the Department of Science Education, University of Nigeria, Nsukka, from whom 49 lecturers participated in the study. Data were collected using a researcher-developed instrument titled Questionnaire on Lecturers’ Awareness Level and Attitude to AI Tools (QLALAAIT). The instrument was subjected to face validation and trial testing, and its overall reliability coefficient, determined using Cronbach’s alpha, was 0.83. Data were analysed using mean and standard deviation to answer the research questions, while analysis of variance (ANOVA) was used to test the hypotheses at the 0.05 level of significance. The findings indicated that lecturers demonstrated awareness of selected AI tools, including ChatGPT, Turnitin, and QuillBot, and generally expressed positive attitudes towards their use in educational contexts. Further analysis showed that years of teaching experience did not significantly influence lecturers’ awareness of or attitudes towards AI tools. The study highlights the need for structured professional development, institutional support, and access to appropriate resources to facilitate informed and effective use of AI tools in university teaching and related academic activities.
References:-
References
Aderibigbe, A. O., Ohenhen, P. E., Nwaobia, N. K., Gidiagba, J. O., & Ani, E. C. (2023). Artificial intelligence in developing countries: Bridging the gap between potential and implementation. Computer Science & IT Research Journal, 4(3), 185-199. https://doi.org/10.51594/csitrj.v4i3.629
Afolabi, A. (2024). Ethical issues in artificial intelligence adoption in African higher education institutions in Nigeria. African Journal of Information and Knowledge Management, 3(2), 22-33. https://doi.org/10.47604/ajikm.2735
Alzahrani, M. G., Aljuaid, N. M., & Saba, T. (2021). Exploring the acceptance of AI-based assessment tools among faculty members using an extended Technology Acceptance Model. Education and Information Technologies, 26(6), 6597-6616. https://doi.org/10.1007/s10639-021-10578-5
Amadi-Iwai, P. S., Ubulom, W. J., & Okiridu, O. S. F. (2024). Awareness, competence and utilization of artificial intelligence for improved job performance by Business Educators in universities in South-South Nigeria. International Journal of Advanced Research and Learning, 3(1).
Cabellos, B., de Aldama, C., & Pozo, J.-I. (2024). University teachers’ beliefs about the use of generative artificial intelligence for teaching and learning. Frontiers in Psychology, 15, 1468900. https://doi.org/10.3389/fpsyg.2024.1468900
Cabero-Almenara, J., Palacios-Rodríguez, A., Loaiza-Aguirre, M. I., & Andrade-Abarca, P. S. (2024). The impact of pedagogical beliefs on the adoption of generative AI in higher education: Predictive model from UTAUT2. Frontiers in Artificial Intelligence, 7, 1497705. https://doi.org/10.3389/frai.2024.1497705
Davis, F. D. (1986). A technology acceptance model for empirically testing new end-user information systems: Theory and results [Doctoral dissertation, Massachusetts Institute of Technology]. MIT DSpace. https://hdl.handle.net/1721.1/15192
Eleje, L. I., Ezeugo, N. C., Esomonu, N. P. M., Metu, I. C., Anierobi, E. I., Mbelede, N. G., Nwosu, K. C., Ezeonwumelu, V. U., Ufearo, F. N., & Eleje, G. U. (2025). Artificial intelligence adoption in higher education in Nigeria. Discover Artificial Intelligence, 5, 335. https://doi.org/10.1007/s44163-025-00452-0
Idhalama, O. U., Krubu, D. E., & Etebu, A. T. (2023). Proficiency of university lecturers in the adoption of emerging instructional technologies in Nigeria. East African Journal of Education and Social Sciences, 4(5), 101-108. https://doi.org/10.46606/eajess2023v04i05.0324
Jogezai, N. A., Jaffar, M., Baloch, F. A., & Khilji, G. K. (2025). University teachers’ behavioral intentions of generative AI instructional use: The effects of AI literacy, GAI pedagogical relevance and organizational AI guidelines. International Journal of Information and Learning Technology, 42(5), 409-425. https://doi.org/10.1108/IJILT-10-2024-0229
Juma, M. (2025). Faculty artificial intelligence readiness in Adventist higher institutions of learning in Sub-Saharan Africa. Pan-African Journal of Education and Social Sciences, 6(2), 130-148. https://doi.org/10.56893/pajes2025v06i02.10
Madu, C. O., & Musa, A. (2024). Lecturers’ level of awareness of artificial intelligence as correlate of their digital competence at Federal University Wukari, Nigeria. Journal of Educational Research in Developing Areas, 5(1), 59-67. https://doi.org/10.47434/JEREDA.5.1.2024.59
Ofosu-Ampong, K. (2024). Research beyond the hype: Exploring faculty perceptions and acceptability of AI in teaching practices. Discover Education, 3, 38. https://doi.org/10.1007/s44217-024-00128-4
Sheu, L. A. (2025). Lecturers’ perceptions and utilization of artificial intelligence (AI) in research and assessment practices in public tertiary institutions in Zamfara State, Nigeria. Asian Journal of Education and Social Studies, 51(7), 1056-1068. https://doi.org/10.9734/ajess/2025/v51i72191
Vasiljeva, T., Kreituss, I., & Lulle, I. (2021). Artificial intelligence: The attitude of the public and representatives of various industries. Journal of Risk and Financial Management, 14(8), 339. https://doi.org/10.3390/jrfm14080339
Zawacki-Richter, O., Marín, V. I., Bond, M., & Gouverneur, F. (2019). Systematic review of research on artificial intelligence applications in higher education-Where are the educators? International Journal of Educational Technology in Higher Education, 16, 39. https://doi.org/10.1186/s41239-019-0171-0