PERCEPTIONS AND PREPAREDNESS OF COMPUTER SCIENCE EDUCATION LECTURERS FOR ARTIFICIAL INTELLIGENCE INTEGRATION IN TEACHING IN TERTIARY INSTITUTIONS IN NIGERIA

Abstract

This study examined the perceptions and preparedness of Computer Science Education lecturers for Artificial Intelligence (AI) integration in teaching in tertiary institutions in Nigeria. The study was guided by two research questions, and two null hypotheses were tested at a 0.05 level of significance. The study adopted descriptive survey research design. The population comprised all 1,233 Computer Science Education (CSE) lecturers in Nigeria (Universities: 684, Colleges of Education: 398 and Polytechnics: 151). A purposive sampling technique was used to select 123 respondents as the sample size (71 male and 52 female CSE lecturers). Data were collected using a structured questionnaire titled “Perceptions and Preparedness of Computer Science Education Lecturers for Artificial Intelligence (AI) Integration in Teaching Questionnaire (PPCSELAIITQ). The instrument was validated by three research experts and Cronbach alpha was used to determine the reliability which yielded 0.83 as an overall reliability index. Mean, standard deviation, and independent sample t-test were used to answer the research questions as well as testing of the null hypotheses. Findings indicated that CSE lecturers generally held positive perceptions of AI integration, but their preparedness for implementing AI in teaching was moderate. The study conclude that lecturers are aware of the advantages that AI can bring to teaching, but many still lack the skills and resources to use it effectively. In line with the findings, the study recommended among others that tertiary institutions should provide targeted training programme to equip CSE lecturers with the practical skills needed for AI-based teaching.