EXPLORING ACADEMIC STAFF PERCEPTIONS AND ACCEPTABILITY OF AI IN INSTRUCTIONAL DELIVERY IN TVET PROGRAMMES IN FEDERAL UNIVERSITIES IN SOUTH-SOUTH NIGERIA
Keywords:
Academic Staff Perceptions, AI, Instructional Delivery, TVETAbstract
This study examined the perception and acceptability of artificial intelligence (AI) in instructional delivery among Technical and Vocational Education and Training (TVET) academic staff in federal universities in South-South Nigeria. A descriptive survey research design was adopted. A structured questionnaire, validated by three lecturers, was administered to a sample of 158 TVET academic staff randomly selected from federal universities in South-South Nigeria. The instrument yielded a Cronbach’s alpha reliability coefficient of α = .79. Data were analyzed quantitatively using the mean and standard deviation to assess participants’ responses and their degree of dispersion around the mean. The findings revealed that TVET academic staff perceived AI as a valuable tool for enhancing teaching, improving research, facilitating learning practices, and supporting effective classroom management. Furthermore, the results indicated that TVET academic staff accepted the use of AI in instructional delivery because it provides adequate content knowledge, offers effective tools for teaching practical lessons, and enables students to learn more effectively, among other benefits. Based on the findings, the study recommended that major stakeholders in TVET programmes collaborate to promote the integration of AI into instructional delivery and strengthen its effective utilization in TVET programmes.
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