INTEGRATING ARTIFICIAL INTELLIGENCE IN NIGERIAN CLASSROOMS: ASSESSING OPPORTUNITIES AND CHALLENGES FOR EDUCATIONAL TRANSFORMATION IN OYO STATE

The integration of Artificial Intelligence (AI) in Nigerian education presents transformative opportunities for enhancing teaching and learning, yet significant challenges hinder its adoption, particularly in Oyo State. This study examines the awareness, readiness, and barriers to AI implementation in upper primary schools, focusing on infrastructural limitations, policy gaps, and socioeconomic disparities. Using a mixed-methods approach, data was collected from 20 teachers and 150 students across 15 schools in Ibadan North LGA, supplemented by interviews with policymakers and education experts. Findings reveal that while 60% of students are familiar with AI tools, only 15% have actively used them for learning, highlighting a gap between awareness and practical application. Teachers, though enthusiastic (85% willingness), lack formal AI training. Rural schools face acute infrastructural deficits, including unreliable electricity (100%) and limited internet access (86%), exacerbating educational inequalities. Stakeholders recommend policy reforms, public-private partnerships (PPPs) for infrastructure, and localized AI training programs to bridge these gaps. The study underscores the need for equitable, context-sensitive AI integration to align with Nigeria’s digital transformation goals. Recommendations include establishing an AI Education Task Force, mandatory teacher training, and offline AI solutions to ensure inclusive adoption. This research contributes to the discourse on AI in African education, offering actionable insights for policymakers to harness AI’s potential while mitigating disparities. Keywords: Artificial Intelligence, Nigerian education, Oyo State, digital divide, policy reform, teacher training, infrastructure.