Assessment of AI Utilization in Teaching and Learning of Biology Concepts Among Secondary Schools in Igabi, Kaduna-State

This study assess the use of Artificial Intelligence in teaching and learning of Biology concepts among Secondary Schools in Igabi, Kaduna State. The purpose was to examine the extent to which AI tools and applications are integrated into classroom instruction, identify their impact on students’ learning experiences, and highlight challenges affecting their adoption. A descriptive survey design was employed, and data were collected from teachers and students across selected schools using 2 questionnaires titled AI Utilization for Biology Teaching Questionnaire (AIUBTQ) and AI Utilization for Biology Learning  Questionnaire (AIUBLQ) which were validated and reliability coefficients of 0.76 and 0.79 were obtained after pilot study. The instrument was analyzed using mean and standard deviation. The findings revealed that while awareness of AI in education is growing, its actual application in Biology classrooms remains limited due to inadequate infrastructure, lack of teacher training, and inconsistent access to digital resources. However, where utilized, AI tools were found to enhance visualization of complex biological concepts, improve student engagement, and support personalized learning. The study concludes that AI holds significant potential for transforming Biology education in Nigerian secondary schools if challenges of accessibility, capacity building, and infrastructural support are adequately addressed. It recommends increased investment in digital infrastructure, targeted teacher professional development, and policy support to promote effective integration of AI in teaching and learning