TEACHERS' PERSPECTIVE OF OPPORTUNITIES AND CONSTRAINS OF INTEGRATING ARTIFICIAL INTELLIGENCE INTO PRIMARY SCHOOL CLASSROOMS IN OSHIMILI NORTH LOCAL GOVERNMENT AREA OF DELTA STATE, NIGERIA

Abstract

This study examined teachers’ perspectives on the opportunities and constraints of integrating Artificial Intelligence (AI) into primary school classrooms in Oshimili South Local Government Area of Delta State, Nigeria. A descriptive survey design was adopted, with a sample of 162 teachers selected from a population of 285 using stratified and simple random sampling techniques. Data were collected using a validated questionnaire and analyzed using mean, standard deviation, and one-sample t-test at a 0.05 level of significance. Findings revealed that teachers generally perceive AI as beneficial for enhancing personalized learning, improving lesson delivery, saving instructional time, and promoting pupils’ academic performance. However, concerns were expressed regarding its ability to support learners with diverse needs. Major constraints identified include inadequate infrastructure, poor funding, limited internet access, and insufficient technical skills, although these were not statistically significant barriers. The study further showed that professional training significantly influences teachers’ readiness to integrate AI, while awareness of AI among teachers was moderate but significant. Support systems such as government policies, funding, infrastructure, and technical assistance were strongly identified as essential for effective AI integration. The study concludes that while AI presents significant opportunities for improving primary education, its successful integration depends on enhanced infrastructure, continuous teacher training, and strong institutional support. It is recommended that stakeholders prioritize investment in digital resources, capacity building, and policy development to facilitate effective AI adoption in schools.