Evaluating AI Adoption and Learning Outcomes in Under-Resourced Secondary Schools: A Case Study of Zaria Metropolis, Kaduna State

Artificial intelligence (AI) is increasingly recognized as a tool capable of reshaping educational systems, yet its adoption in under-resourced environments remains uneven and poorly understood. This study examines the adoption and impact of AI tools on learning outcomes in secondary schools within Zaria Metropolis, Kaduna State. It investigates how teachers and students engage with AI technologies, the opportunities for their integration, and the barriers that hinder equitable access. A mixed-method design combined survey data from teachers and students with semi-structured interviews and classroom observations, ensuring both quantitative evidence and qualitative insight. Findings show that the use of AI among teachers and students who had access was linked to improved comprehension, efficiency, and classroom engagement. However, adoption was fragmented, constrained by unreliable electricity, limited internet connectivity, inadequate teacher training, and the digital exclusion of low-income learners. These findings underscore AI’s transformative potential in Nigerian secondary education while revealing the risk of deepening existing inequalities if systemic barriers remain unaddressed. Targeted infrastructural investments, equity-focused policies, continuous teacher capacity building, and the development of mobile-first, localized AI solutions are recommended as practical pathways toward inclusive and sustainable integration.