Artificial Intelligence Utilization and Teachers’ Instructional Competence in Public Secondary Schools in South-South Nigeria

Abstract

This study investigated the utilization of Artificial Intelligence (AI) and its influence on teachers’ instructional competence in public secondary schools in South-South Nigeria. The study adopted a descriptive survey research design, targeting 562 teachers across selected public secondary schools using a stratified random sampling technique. Data for the study were collected using two researcher-developed instruments titled Artificial Intelligence Utilization Questionnaire (AIUQ) and Teachers’ Instructional Competence Scale (TICS), each containing 35 items structured in line with the specific objectives of the study. The instruments’ content validity was established through review by three experts in Educational Management, Educational Technology, and Measurement and Evaluation, and a pilot test involving 30 teachers outside the South-South zone yielded high reliability coefficients of 0.84 (AIUQ) and 0.88 (TICS) using Cronbach Alpha. Data were analyzed using mean scores, standard deviations, and independent t-tests. Findings revealed that AI utilization among teachers was generally low, while instructional competence remained weak. Challenges included inadequate digital infrastructure, limited access to AI-enabled devices, low digital literacy, and insufficient professional development. Strategies such as continuous training, provision of digital infrastructure and inclusive systemic interventions were recommended. Hypothesis testing showed no significant differences based on gender or school location, indicating that these challenges are systemic. The study concludes that holistic interventions targeting infrastructural, capacity, and policy gaps are essential for effective AI integration in public secondary schools. It is therefore recommended amongst others that State Ministries of Education in collaboration with school management boards and teacher professional associations should organize regular and targeted training programmes to enhance teachers’ digital literacy and competence in utilizing AI tools effectively for lesson planning, instructional delivery and assessment.