Lecturers' and Students' Perceptions, Practices, and Challenges of AI Adaptive Learning Platforms in Nigerian Universities

The rapid global advancement of artificial intelligence (AI) adaptive learning platforms has highlighted a significant gap in resource-constrained higher education systems, particularly in Nigeria, where large class sizes, unreliable electricity, and limited internet access hinder personalised instruction. This study aimed to describe the perceptions, current practices, and challenges faced by lecturers and students in integrating AI-powered adaptive learning platforms into undergraduate curriculum delivery. Using a descriptive survey design, data were collected from 415 lecturers and 1,103 undergraduate students across five purposively selected federal universities (Ahmadu Bello University, Bayero University Kano, University of Nigeria Nsukka, Obafemi Awolowo University, and University of Lagos) during the 2024/2025 academic session. Structured questionnaires and semi-structured interviews with 30 key informants were employed. Descriptive statistics and thematic analysis were used for data analysis.  Findings revealed high awareness (80.1%) but very low actual usage (30.5% ever used, 16.9% regular users). Both groups held moderately positive perceptions (lecturers M=2.73; students M=2.95), valuing personalised learning, yet expressed concerns over loss of control, unreliable automated grading, and data privacy. The most critical barriers were unstable electricity, poor internet connectivity, and high data costs. A clear north–south digital divide emerged, with southern universities showing significantly higher awareness and usage. The study highlights the urgent need for offline-first, low-bandwidth solutions and localised content to enable sustainable AI integration in Nigerian universities.