Lecturers’ Perceptions and Readiness for AI-Based Credentialing in Nigerian Higher Education

Abstract This study assessed lecturers' perception and preparedness for the use of AI-based credentialing in higher education in Nigeria focusing on the influence of digital competence and demographic characteristics. The survey research design was used, qualitative in nature, with a sample of 900 lecturers carefully selected from the various federal, state and private institutions in the South-West of Nigeria using multistage sampling. A structured questionnaire, which had reliability coefficient of 0.92, was used to gather data. Data analysis was done by using descriptive and inferential statistics. Results showed that lecturers (Mean = 4.08, SD = 0.84) had positive attitudes towards using AI to help create their credentials and were also highly ready to adopt such credentialing (Mean = 3.88, SD = 0.92). There was a positive significant correlation between perceptions and readiness (r = 0.682, p<0.05) and digital competence had a positive significant correlation with readiness (r = 0.548, p<0.05). The demographic factors jointly influence the readiness of lecturers for AI-based credentialing (R² = 0.214, F (5,894) = 70.3, p<0.05). The results highlight the importance of creating positive perceptions, promoting digital skills, and adopting a demographic-first approach to ensure the successful adoption of AI-based credentialing in Nigeria's higher education sector. The study suggests that continuous capacity building digital initiatives, supportive institutional policies, and inclusive models for implementation are needed to make it easier for AI-based credentialing models to be effectively adopted.