Undergraduates' Attitude towards Artificial Intelligence in the Faculty of Education, Abia State University, Nigeria

This study examines the attitudes of undergraduates in the Faculty of Education at Abia State University (ABSU), Nigeria, toward Artificial Intelligence (AI) technologies in education. Using a descriptive survey design, data were collected from one hundred and twenty-five fourth year students across five departments. Statistical analyses, including independent sample t-tests and Multivariate Analysis of Variance (MANOVA), were employed to analyse the hypotheses. The findings revealed that the majority of students exhibit positive attitudes toward AI, particularly recognizing its potential to enhance learning and streamline academic tasks. Minimal gender differences were observed, with female students showing slightly more favourable attitudes compared to males, though the differences were not statistically significant. Departmental variations in attitudes were also minimal, suggesting consistent perceptions of AI across disciplines. Challenges such as limited exposure to advanced AI tools and concerns about ethical issues like data privacy were identified as barriers to adoption. These findings underscore the importance of targeted interventions, such as AI literacy programs and equitable access to AI tools, to foster informed and inclusive attitudes toward AI in education.