Student perspectives and impact of AI integration in pedagogical practices in Nigerian tertiary institutions

Abstract

This study investigates the awareness, perceptions, and challenges of integrating artificial intelligence (AI) into pedagogical practices among undergraduate students at the universities in North Central, Nigeria. Drawing on the Unified Theory of Acceptance and Use of Technology (UTAUT) as a theoretical framework, data were collected through a survey questionnaire administered to 421 undergraduate students from the Faculty of Education. The questionnaire included items designed to measure students' awareness of AI technologies, their views on the potential benefits of AI integration in academic experiences, and the challenges encountered with AI adoption in pedagogical practices. Descriptive statistics were used to analyse the data, including means and standard deviations. The findings reveal a moderate level of awareness among students regarding the potential benefits of AI technologies in education, with a strong belief in the role of AI in improving learning experiences. However, students expressed concerns about technical difficulties, privacy issues, and the adequacy of training and support for AI technologies. The study underscores the need for increased awareness, technological infrastructure improvements, and targeted support services to facilitate the effective integration of AI in pedagogical practices. These findings contribute to the growing literature on AI integration in education and provide valuable insights for educators and policymakers seeking to enhance teaching and learning outcomes through AI-driven innovations.