DEPARTMENT OF AGRICULTURAL / FINE AND APPLIED ART EDUCATION

This study is based on the role of AI in enhancing Vocational and Technical Education in Nigeria. To achieve the purpose of this study, four research questions were raised and examined. Data were collected from one hundred and forty-one (141) respondents randomly selected from 4 levels in the Department of Agricultural Education in the University of Benin, Benin city. The questionnaire was the instrument for data collection. The descriptive survey research design was adopted for the study. An analysis of the data was done using mean score and standard deviation. The findings from the study include that there is a low level of AI inclusion in the teaching, and learning process of Vocational and Technical Education in the agricultural sector. This study is focused on an analysis of how AI should be integrated in the higher institutions under competent, well equipped and experienced workforce. The study recommended that government agencies, curriculum developers, and educators collaborate to fully utilize AI-powered tools and technologies. This collaboration would enhance learning experiences, improve practical skills development, and prepare students for the future of farming by offering personalized learning, virtual simulations, and data-driven decision-making. Consequently, students would be equipped with the knowledge and abilities to drive agricultural innovation and achieve self-sustainability. Furthermore, the study suggested that the government allocate sufficient funds to equip institutions with modern computers and learning materials, thereby improving learning outcomes, increasing efficiency, and promoting sustainable agricultural practices.

The study employs a descriptive survey research design, with a population of 141 students from the Department of Vocational and Technical Education. A simple random sampling technique was used to select 71 respondents. Data were collected through structured questionnaires, validated by experts, and tested for reliability using Cronbach’s Alpha, yielding a coefficient of 0.73. The analysis was conducted using mean and standard deviation, with a threshold of 2.5 for acceptance of responses. The findings highlight that digital tools, field-based activities, technology integration, and hands-on laboratory and farm practices significantly enhance student engagement, cognitive development, and skill acquisition. Despite these benefits, challenges such as technological adaptation difficulties, limited real-world application, and inadequate infrastructure hinder the full adoption of innovative methods. To address these barriers, the study recommends collaborations with agribusinesses, improved access to modern equipment, training workshops for educators, and diversified instructional methods. This research underscores the necessity of transforming agricultural education through experiential learning to produce graduates equipped for the evolving demands of the agricultural sector. The findings provide a foundation for curriculum development, policy adjustments and institutional reforms aimed at fostering an interactive and practical learning environment in agricultural science and education