EMPOWERING EDUCATION IN IMO STATE THROUGH THE INTEGRATION OF ROBOTICS AND AI LEARNING TOOLS INTO SENIOR SECONDARY SCHOOL CURRICULUM

Abstract

Integrating emerging technologies into education is vital for preparing students for a digital future. This study examined the integration of robotics and AI learning tools into the senior secondary school curriculum in Imo State, Nigeria. Employing a mixed-methods design, the study assessed the availability and utilization of these tools, identified suitable options for classroom integration, explored implementation challenges, and evaluated their potential impact on teaching and learning. A total of 360 participants (330 teachers, 30 administrators) were selected through proportionate stratified random sampling from public schools in the Owerri Education Zone. Data collection utilized the validated Robotics and AI Tools Integration Questionnaire (RAITIQ), demonstrating strong validity (S-CVI = 0.91) and reliability (Cronbach’s alpha = 0.81–0.89). Findings revealed low availability and utilization of robotics and AI tools, hindered by infrastructural deficits, funding shortages, inadequate teacher training, poor electricity and internet access, and an outdated curriculum. Nevertheless, participants agreed that tools such as Arduino, Raspberry Pi, LEGO Mindstorms, and Scratch are suitable for integration and would enhance student engagement, problem-solving, creativity, critical thinking, and personalized learning.  ANCOVA revealed that both subject area (Science vs. Arts) and teaching experience significantly influenced perceptions regarding tool availability/utilization (F(1,356)=9.87,p=0.002,ηp2​=0.027) and integration challenges (F(1,356)=7.34,p=0.007,ηp2​=0.020). Teaching experience itself also had a significant impact (p<0.001). These findings underscore the urgent need for strategic investments in infrastructure, targeted professional development, and comprehensive curriculum reforms to effectively leverage the benefits of robotics and AI in secondary education.