APPLICATION OF ARTIFICIAL INTELLIGENCE TOOLS IN ADULT EDUCATION DELIVERY: A STUDY OF ADULT LEARNING CENTRES IN AKAMKPA LOCAL GOVERNMENT AREA OF CROSS RIVER STATE, NIGERIA

Abstract

Artificial intelligence is entering educational practice through chatbots, voice assistants, translation applications, adaptive learning systems, automated feedback platforms and learning analytics. In adult education, these technologies may extend literacy instruction, support learner follow-up, improve local-language access and strengthen practical skill learning, although their usefulness depends heavily on the readiness of centres, facilitators and learners. This study examined the application of artificial intelligence tools in adult education delivery in adult learning centres in Cross River State. A descriptive cross-sectional survey design was adopted, with questionnaire responses obtained from 386 adult learners and facilitators drawn from selected urban, semi-urban and rural learning centres. The instrument assessed respondents' access profile and awareness of AI tools, the conditions considered necessary for effective AI-supported delivery, the extent to which those conditions were currently available, the major constraints to implementation and preferred intervention pathways. Analysis relied on frequencies, percentages, means, standard deviations, gap scores, tables and graphical summaries. Respondents regarded AI-supported delivery as highly relevant for literacy tutoring, local-language and voice support, adaptive feedback, learner monitoring and facilitator lesson preparation. At the same time, substantial deficits were reported in infrastructure, data access, device readiness, ethical guidance, local-language voice support and facilitator competence. Irregular electricity, poor connectivity, low AI literacy, inadequate devices, limited training and privacy concerns were all rated as very high challenges. The evidence suggests that AI can strengthen adult education delivery in Cross River State only when adoption is blended, human-centred, low-data and inclusive. Priority actions include facilitator training in AI pedagogy, community AI-assisted digital hubs, responsible-use guidelines, learner orientation and monitoring systems that capture literacy development, digital confidence and ethical use.