Email this article Existing and Future Challenges Faced by Nigerian University Teachers in Artificial Intelligence Era
Abstract
Despite the transformative potential and widespread adoption of AI in education globally, there is lack of empirical evidence on what could be the specific existing and future challenges faced by Nigerian university teachers in integrating AI into their work. To bridge this knowledge gap, this study was guided by the transformative learning paradigm, which posits that learning involves a fundamental shift in an individual's worldview and perspectives. A qualitative phenomenological research design was employed, utilizing in-depth, semi-structured interviews with 25 Nigerian university teachers from both public and private institutions, selected through purposive sampling. Trustworthiness and data saturation were achieved through the interview process, ensuring the collection of rich and comprehensive data. Thematic analysis was used to analyze the interview data, revealing significant challenges faced by Nigerian university teachers in adopting and using AI. These include a lack of awareness and understanding of AI, inadequate training and support, infrastructure and resource constraints, concerns about job displacement and bias, and limited access to AI-related resources. The study also identified anticipated future challenges such as the need for continuous professional development, an increase in AI-related workload, concerns about AI replacing human teachers, and difficulties in integrating AI with traditional teaching methods. The study recommends prioritizing comprehensive teacher training programs, establishing clear policies and guidelines for AI integration, investing in infrastructure and resources, and fostering collaboration between university teachers, AI experts, and educational technology specialists. Addressing these challenges is crucial for empowering Nigerian university teachers to harness the transformative potential of AI in education.
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