Opportunities in Aligning Artificial Intelligence Use with Student-Centred Learning in Public Senior Schools in Gombe State, Nigeria

This study examined the opportunities in aligning Artificial Intelligence (AI) use with student-centred learning in public senior secondary schools in Gombe State, Nigeria. Guided by one objective, one research question and one hypothesis, the study used a descriptive survey design using a mixed-methods approach. The target population consisted of 2,728 teachers and 432 school administrators across 144 schools. A simple random sampling technique was used to select 353 respondents for the quantitative survey, while 15 key informants were purposively selected for qualitative interviews. Data collection tools included a validated 
questionnaire and an interview guide, with a reliability coefficient of 0.83 using Cronbach’s alpha. Quantitative data were analysed by mean, standard deviation and t-test, while qualitative data were analysed thematically. Findings indicated that AI can help personalize instruction, enhance student engagement, support early intervention for learning difficulties and reduce teachers’ administrative workload. The findings also noted that AI promotes inclusivity, collaboration and classroom management, while emphasizing the need for offline functionality due to infrastructural constraints. The study concluded that AI offers significant opportunities for improving student-centred learning in Gombe State Nigeria. In future, long-term effect of AI on students’ performance should be investigated. It recommended among others that government should design AI platforms to low-resource environments and school administrators should conduct campaigns and information sessions to promote understanding of how AI can reduce teacher workload, personalize instruction and improve classroom outcomes.