Teachers’ Readiness and Perceptions of Artificial Intelligence Integration in Public Secondary Schools in Ondo State, Nigeria
DOI:
https://doi.org/10.54536/ajicti.v1i1.7043Keywords:
Artificial Intelligence, Nigeria, Perceptions, Secondary Education, Teacher ReadinessAbstract
This study examined teachers’ readiness and perceptions of Artificial Intelligence (AI) integration in public secondary schools in Ondo State, Nigeria. A descriptive survey design was adopted, and data were collected from 160 teachers using a structured questionnaire based on a four-point Likert scale. Data were analyzed using frequency counts, percentages, mean, and standard deviation. Findings revealed that teachers demonstrated moderate readiness for AI integration (overall mean = 2.61), indicating basic ICT competence and willingness to adopt AI tools but limited practical preparedness. In contrast, teachers exhibited highly positive perceptions toward AI integration (overall mean = 3.05), recognizing its potential to improve instructional quality, personalize learning, enhance assessment practices, and support future-oriented education. The analysis further showed that personal factors, particularly prior exposure to digital technologies (M = 3.10) and self-efficacy (M = 3.05), exerted stronger influence on readiness than institutional factors, such as professional development (M = 2.25) and access to infrastructure (M = 2.20). Major challenges hindering AI integration included inadequate ICT infrastructure (M = 3.14), lack of AI-focused professional training (M = 3.10), and unstable electricity supply (M = 3.00). The study therefore reveals a significant perception–readiness gap, where teachers possess positive attitudes toward AI but lack sufficient institutional support and resources to implement it effectively. Consistent with the Technology Acceptance Model and Diffusion of Innovation theory, the findings suggest that successful AI integration requires a comprehensive approach involving teacher capacity development, supportive institutional leadership, policy frameworks, and sustainable ICT infrastructure. The study recommends targeted AI-focused professional training, improved technological infrastructure, and clear policy guidelines to facilitate effective AI adoption in Nigerian secondary schools.
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Copyright (c) 2026 Olurotimi David ADULOJU, Lydia Oluwafunmilayo ADEDOTUN, Abiola Afolabi AKINGBEMISILU, Ademiotan Moriyike (Author)
This work is licensed under a Creative Commons Attribution 4.0 International License.
