<b>Leveraging artificial intelligence in Christian religious studies in Nigerian Colleges of Education: Prospects, challenges and the way forward</b><b></b>

The integration of Artificial Intelligence into educational systems globally has brought significant changes to teaching and learning, yet Christian Religious Studies in Nigerian Colleges of Education face persistent challenges including confessional-centric curricula that emphasize exclusive religious doctrines with little attention to interreligious dialogue, inadequate digital infrastructure and limited faculty training in emerging technologies. This study employed a qualitative literature review method, drawing on secondary data from academic journals, policy documents, institutional reports, and theological scholarship to examine the prospects and challenges of leveraging Artificial Intelligence in Christian Religious Studies within Nigerian Colleges of Education. The findings reveal that while AI tools such as intelligent tutoring systems, chatbots, Bible study applications, automated assessment tools, and learning analytics platforms offer significant prospects for enhancing personalized learning, improving biblical text analysis, and streamlining administrative efficiency, their adoption is hindered by inadequate digital infrastructure, limited educator readiness, ethical concerns including doctrinal distortion and data privacy, high implementation costs, and the risk of depersonalizing the educational experience and diminishing spiritual formation. The study concludes that the successful integration of AI into Christian Religious Studies requires intentional policy frameworks, substantial investment in infrastructure, comprehensive teacher training programmes, and the development of contextually relevant AI applications that respect Nigeria's diverse cultural and religious values. Recommendations include the revision of the Nigeria Certificate in Education Minimum Standards to embed AI literacy, establishment of public-private partnerships for infrastructure development, and the creation of interdisciplinary collaboration between curriculum scholars, technologists, and theologians.