<b>ARTIFICIAL INTELLIGENCE AND STATE OF ACADEMIC INTEGRITY AMONG PRE-SERVICE TEACHERS IN ABUBAKAR TAFAWA BALEWA UNIVERSITY (ATBU), BAUCHI STATE, NIGERIA</b>

The study investigated the level of dependency on AI tools and the state of academic integrity among pre-service teachers in Abubakar Tafawa Balewa University (ATBU), Bauchi State, Nigeria. Specifically, the study determined the level of dependency on Artificial Intelligence tools among pre-service teachers, and also identified the academic integrity of pre-service teachers in using Artificial Intelligence for teacher preparation in ATBU Bauchi State Nigeria. A descriptive survey design was employed with a total population of one thousand two hundred and twenty (1,220) pre-service teachers, a sample of 250 pre-service teachers were selected, stratified random sampling technique was used to ensure proportional representation of students across different academic levels (100–500 levels). Finally, simple random sampling was used to select respondents from each stratum. Data were collected using a structured questionnaire titled; “Artificial Intelligence and Teacher Preparation Questionnaire (AITPQ), and data collected was analyzed using mean scores and standard deviations. Items with a mean score of 2.50 and above were considered to indicate agreement. The findings revealed a high level of over dependency on AI tools, with respondents relying on AI for assignments, lesson planning, summarizing lecture materials, and solving academic problems. While AI use supported learning efficiency and continuity, the study identified potential negative effects, including reduced critical thinking, overreliance on AI, diminished pedagogical competence, and lower self-efficacy. Regarding academic integrity, respondents demonstrated awareness of ethical practices; however, the frequent use of AI introduced risks related to originality, attribution, and assessment credibility, which could compromise professional ethical standards in teaching. The study concludes that, although AI serves as a valuable learning aid, excessive dependency and unregulated use pose significant challenges to the quality of teacher preparation. It recommends structured AI literacy programs, clear institutional policies on AI use, balanced pedagogical integration, and assessment strategies that emphasize originality, critical thinking, and professional responsibility. These measures are essential to ensure that AI enhances rather than undermines the preparation of future teachers in Nigeria, particularly in contexts affected by insecurity.