CHALLENGES AND PROSPECTS OF INTEGRATING AI INTO INDIGENOUS EDUCATION IN NIGERIA: A TEACHER’S PERSPECTIVE

Abstract

Artificial Intelligence (AI) has emerged as one of the most transformative technologies in the education sector. AI refers to computer systems designed to perform tasks that normally require human intelligence, such as learning, reasoning, problem-solving, and language processing. The study utilized a survey research design with three (3) research questions as a guide. The population consisted of two hundred (200) Civic Education and English Language teachers in government-owned secondary schools in Ogun East Senatorial District, Ogun State, Nigeria. The study revealed that several challenges hinder the effective integration of Artificial Intelligence (AI) into Indigenous education in Nigeria from the teachers’ perspective. It also revealed a statistically significant but weak positive correlation between teachers’ perceived challenges in integrating AI into Indigenous education and their optimism about AI’s prospects. The following recommendations were made: The government should encourage policy developers to design comprehensive frameworks that guide the integration of Artificial Intelligence (AI) in education, with particular attention to indigenous contexts to ensure relevance, accessibility, and effective implementation. In addition, teachers who interpret and implement these policies should be provided with adequate professional development training on the use of AI tools in teaching and learning.