Adoption of Generative Artificial Intelligence Tools in Nigerian Higher Education

The current research attempts to investigate the application of generative artificial intelligence (AI) technologies within Nigerian higher education regarding its potential, difficulties, and consequences on teaching, learning, research, and management processes. Nowadays, in times when the use of generative AI software has been growing rapidly in the educational sphere, such as tutoring, content generation, and research aids, the level of their integration into higher educational institutions in Nigeria depends on many aspects. The current research is conducted using the qualitative approach which implies a thorough analysis of the existing literature on generative AI in education, including scholarly articles, conferences’ papers, and policies of the governmental bodies about generative AI. The content analysis approach in the applied in the study helps bring forth patterns related to the use of AI technology, digital readiness, academic integrity, educators' competencies, and students' engagement. From the results obtained, it can be seen that generative AI is able to aid personalized learning, effective research procedures, administration, and teaching. However, there are certain obstacles such as inadequate digital infrastructure, lack of knowledge regarding AI technology, privacy threats, ethical issues, poor internet connection, and lack of necessary policies that prevent the adoption of AI. Therefore, the conclusion drawn is that even though there are numerous opportunities that generative AI presents in improving the quality and competitiveness of education in Nigeria, it requires cooperation among different parties in order to make the adoption process successful. The following are some recommendations based on the results obtained from the study: investment in infrastructure and capacity building for academic faculties and students, formulation of ethical guidelines, and policies for the adoption of generative AI technology.