Assessing the readiness and attitudes of Nigerian teacher educators towards adoption of artificial intelligence in educational settings

Abstract

This study investigated readiness and attitudes of Nigerian teacher educators towards adoption of Artificial intelligence (AI) in educational. The population of the study included teacher educators from various educational institutions in Nigeria, and a sample size of 250 participants was used. The study utilized four research questions to explore the familiarity, attitudes, and perceived barriers related to AI adoption. The researchers employed a survey instrument to collect data, which was validated for reliability using Cronbach's alpha test. The results showed a high level of readiness and positive attitudes among the Nigerian teacher educators towards the adoption of AI-powered educational tools, such as personalized learning platforms, automated grading systems, and virtual tutors. The findings highlighted the teacher educators' recognition of the potential benefits of AI in addressing educational challenges, as well as their confidence in integrating AI-driven automated grading systems into their teaching practices. However, the study also identified perceived barriers, including inadequate infrastructure, insufficient training, and ethical concerns, which need to be addressed to ensure successful AI integration. One of the key recommendations from the study is to implement comprehensive training and professional development programs for Nigerian teacher educators, focusing on the practical implementation of AI-powered educational tools. This will enhance their confidence, competence, and ability to effectively integrate these technologies into their teaching practices.

Keywords

• Asessing
• Readiness
• Attitudes
• Nigerian teacher educators
• Adoption
• Artificial intelligence
• Educational setting

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