Utilization of Artificial Intelligence Tools for Teaching Business Education Courses in Tertiary Institutions in Delta State, Nigeria

The study examined lecturers’ perceptions of Artificial Intelligence (AI) utilization for teaching Business Education in tertiary institutions in Delta State, Nigeria. It focused on Accounting Education, Office Technology and Management (OTM), and Marketing/Purchasing Education, and examined gender differences in lecturers’ perceptions. A descriptive survey design was adopted. The sample comprised 100 Business Education lecturers selected through purposive and stratified sampling. Data were collected using the Artificial Intelligence Utilization in Business Education Questionnaire (AIUBEQ), validated by experts, with a Cronbach’s alpha coefficient of 0.78. Mean and standard deviation were used to answer the research questions, while independent-samples t-tests examined gender differences at the 0.05 significance level. Results showed generally favourable perceptions of AI utilization across the three areas. Accounting Education recorded a grand mean of 3.21, while OTM and Marketing/Purchasing Education each recorded 3.40; the overall mean across the 15 items was 3.34. No statistically significant gender differences were found in Accounting Education (p = .631), OTM (p = .704), or Marketing/Purchasing Education (p = .812). The findings indicate broad recognition of AI’s instructional relevance but do not establish the frequency or effectiveness of actual classroom use. The study recommends lecturer training, supportive institutional policies, and improved access to digital resources.