Artificial Intelligence Adoption in Nigerian Secondary Education: Opportunities Constraints, and Implications for Teaching and Educational Management in Ondo State

Abstract

Artificial Intelligence (AI) is increasingly transforming educational systems worldwide by enhancing instructional delivery, learning processes, and administrative efficiency. Despite its growing global relevance, the integration of AI in many developing countries, including Nigeria, remains limited due to infrastructural and institutional challenges. This study examined teachers’ and school administrators’ perceptions of the opportunities, challenges, readiness, and ethical concerns associated with the adoption of Artificial Intelligence in secondary school education in Ondo State, Nigeria. The study adopted a descriptive survey research design. The population consisted of teachers and school administrators in public secondary schools in the state. A sample of 360 respondents, comprising 240 teachers and 120 school administrators, was selected using a multi-stage sampling technique. Data were collected using a structured questionnaire titled Artificial Intelligence Integration in Secondary Schools Questionnaire (AIISSQ) with a Cronbach’s alpha reliability coefficient of 0.82. Data were analyzed using mean and standard deviation to answer research questions, while independent samples t-test was used to test hypotheses at the 0.05 level of significance.
The findings revealed that respondents generally perceived AI as having strong potential to enhance teaching effectiveness, personalized learning, assessment practices, and school management. However, major challenges identified included inadequate ICT infrastructure, unreliable electricity supply, limited technical expertise among teachers, poor internet connectivity, and insufficient funding. The results further indicated a moderate level of institutional readiness for AI integration in secondary schools. Hypothesis testing showed no significant difference between teachers’ and administrators’ perceptions of ethical and policy concerns regarding AI integration (t = 0.962, p = 0.337 > 0.05). The study concludes that although AI offers significant opportunities for improving educational quality, its successful implementation in Nigerian secondary schools requires strengthened ICT infrastructure, targeted teacher training, and clear policy frameworks to ensure responsible and sustainable adoption.