Importance of Using Artificial Intelligence for Teaching and Learning of Christian Religious Studies in Nigerian Schools

Ujata Shaibu Amos, Ujata Ladi Uka

Abstract


The study assessed the importance of using artificial intelligence for teaching and learning Christian Religious Studies in Nigerian schools. Survey research design was adopted in this study. The multi-stage sampling technique was used to select the sample. Two public tertiary institutions in Zaria, Nigeria were randomly selected for the study namely; Federal University of Education and Ahmadu Bello University, Zaria. 260 undergraduate students were selected for the study randomly. A self-constructed questionnaire was used to gather data for the study. The questionnaire was titled “Perception of Undergraduate Students on Artificial Intelligence Usage for Teaching and Learning of CRS in Tertiary Institutions Questionnaire” (PUSALUTLQ). The instruments were validated using Face validity method. The reliability of the instrument was ascertained using Test-retest method. The data collected from the subjects on two occasions of administering the instruments were correlated using Pearson product moment correlation statistics and the reliability coefficients were found to be 0.76 to 0.78 r-values.  Pearson product moment correlation statistics (r) were used to analyze the three hypotheses. The result obtained led to the conclusion that Artificial Intelligence can be used for implementation of teaching and learning of CRS in tertiary Institutions. Artificial Intelligence can be used to carry out researches in Christian Religious Education in tertiary Institutions. Artificial Intelligence can aid in the provision of community services by Christian Religious Education lecturers to the host communities where the tertiary institutions are located. Based on this finding, the paper recommended that Nigerian tertiary institutions should adopt AI-enabled platforms and applications for teaching Christian Religious Studies. This includes the use of intelligent tutoring systems, automated lesson planners, and AI-based assessment tools to improve efficiency and learner engagement. Training and re-training programs should be organized for CRS lecturers and researchers to develop their digital competencies, with a focus on AI literacy, instructional design using AI tools, and ethical considerations in AI use.


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