UNDERGRADUATE STUDENTS’ AWARENESS, UTILIZATION, AND PERCEIVED EFFECTIVENESS OF AI-CHATBOTS FOR COUNSELLING SERVICES DELIVERY IN A NIGERIAN UNIVERSITY

Authors

  • OJUGO, A.I. Ph.D Department of Guidance and Counselling, Faculty of Education, Ambrose Alli University, Ekpoma, Edo State
  • OBIYAN, D. O. Department of Guidance and Counselling, Faculty of Education, Ambrose Alli University, Ekpoma, Edo State

Keywords:

AI, Chatbots, Counselling Service Delivery, ChatGPT, University Undergraduates

Abstract

Abstract

This study investigated undergraduate students' awareness and utilization of AI chatbots and examined the perceived effectiveness of ChatGPT, Google Gemini, and Meta AI in enhancing counselling service delivery at Ambrose Alli University, Ekpoma, Nigeria, using a descriptive survey research design involving 400 participants selected through a multi-stage sampling technique. Data were collected using the validated Students' Perspectives on AI Chatbots in Counselling Service Delivery Questionnaire (SPAICSDQ). The data collected were analyzed using descriptive and inferential statistics at the .05 level of significance. The findings revealed that students demonstrated high levels of awareness and utilization of AI chatbots for counselling-related purposes. Participants perceived AI chatbots as effective tools for improving the accessibility, responsiveness, and efficiency of counselling services. No significant differences were found in students' perceptions based on gender and level of study, whereas a significant difference was observed across faculties, with students from the Faculty of Education reporting more favourable perceptions. The study concluded that AI chatbots can effectively complement conventional counselling services but should not replace professional counsellors. Therefore, the paper recommends the integration of AI chatbots into university counselling services through appropriate institutional policies, ethical guidelines, digital literacy initiatives, and continuous professional oversight.

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Published

2026-09-27

Issue

Vol. 24 No. 2 (2026): STUDIES IN EDUCATION Vol. 24 Number 2, September 2026

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Articles

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