Examining the relationship between ICT teachers' competency and pedagogical integration of generative AI tools in Zaria, Nigeria

Abstract Generative Artificial Intelligence (GenAI) is increasingly transforming educational practice by enhancing instructional delivery, personalized learning and programming education through tools such as ChatGPT, Google Gemini, Microsoft Copilot and AI chatbots. This study examined the relationship between Information and Communication Technology (ICT) teachers’ technological competency and their pedagogical integration of Generative AI tools in secondary schools in Zaria, Kaduna State, Nigeria. A descriptive cross-sectional survey design was employed, involving all 105 ICT teachers through census sampling. Data were collected using a structured 20-item questionnaire based on a 4-point Likert scale ranging from Strongly Agree (4) to Disagree (1) Strongly. Data were analyzed using mean, standard deviation and Pearson Product Moment Correlation (PPMC) at the 0.05 significance level. Findings revealed that ICT teachers demonstrated high technological competency in the use of Generative AI tools (Grand Mean = 2.89, SD = 0.98), while pedagogical integration was moderate (Grand Mean = 2.69, SD = 0.98). The study further revealed a significant positive relationship between ICT teachers’ technological competency and pedagogical integration of Generative AI tools (r = 0.76, p < 0.05), indicating that higher competency significantly enhances instructional integration. The study concluded that ICT teachers’ competency is a critical factor in the effective pedagogical integration of Generative AI tools in secondary education. It recommended targeted professional development programmes, stronger institutional support and improved access to advanced AI technologies to enhance sustainable and effective integration of Generative AI tools in teaching practice. Keywords: ChatGPT, Generative Artificial Intelligence, ICT teachers, Pedagogical integration, Secondary education and Technological compete