ADOPTION OF ARTIFICIAL INTELLIGENCE (AI) TECHNOLOGIES AND INSTRUCTIONAL QUALITY AMONG BUSINESS EDUCATION LECTURERS IN COLLEGES OF EDUCATION IN ANAMBRA STATE, NIGERIA

Abstract

This study examined the adoption of artificial intelligence (AI) technologies and instructional quality among business education lecturers in Colleges of Education in Anambra State, Nigeria. The study determined the extent of AI adoption and examined the relationship between AI adoption and instructional quality. A descriptive survey research design was adopted. The population comprised business education lecturers from two public Colleges of Education in Anambra State, and the entire population was studied. Data were collected using a structured, validated questionnaire. Reliability was established using the Cronbach Alpha method. Mean and standard deviation were used to answer the research questions, while Pearson Product Moment Correlation was used to test the hypotheses at the 0.05 level of significance. The findings indicated a moderate level of AI adoption among lecturers and a positive influence of AI use on instructional practices. The results also revealed a significant positive relationship between AI adoption and instructional quality, suggesting that increased integration of AI technologies improves teaching effectiveness.

The study concluded that although lecturers demonstrate awareness of AI technologies, their integration into instructional practice remains limited due to infrastructural, technical, and institutional constraints. It recommended increased investment in AI infrastructure, continuous professional development, and clear institutional policies to support effective and ethical integration of AI in teaching.