USAGE

The growing presence of artificial intelligence (AI) in higher education is redefining academic work and learning across Nigeria. This qualitative exploratory study investigates academics’ perceptions and utilization of AI tools within Nigeria’s education sector. Drawing on semi-structured interviews conducted with university faculty, the research explores how AI technologies are being applied in teaching, research, and administrative processes. Results indicate that although AI is viewed as a valuable resource for improving instructional effectiveness, research efficiency, and institutional management, its practical adoption remains limited by inadequate infrastructure, lack of technical competence, and unresolved ethical issues. Participants highlighted both enthusiasm for AI’s potential to enhance academic productivity and concern about its implications for academic integrity and equity. The study recommends strengthening institutional capacity through targeted training, investment in digital infrastructure, and the establishment of ethical and regulatory frameworks to guide responsible AI use. These insights add to the growing body of literature on AI integration in Nigeria tertiary education and its role in shaping the sector’s future.

This study examined the impact of social media usage on the mental health of econdary school students in Egor Local Government Area of Edo State. The study specifically focused on the nature of online interactions, duration of daily social media
engagement, exposure to harmful or inappropriate content, social comparison among friends, and differences in impact by sex. A descriptive survey research design was adopted for the study. The population comprised secondary school students in Egor Local Government Area, while a sample of 150 students was selected using a multistage sampling technique. Data were collected using a structured questionnaire developed by the researcher and analysed using descriptive statistics and inferential statistics, including one sample t test and independent samples t test, at the 0.05 level of significance. The findings revealed that secondary school students actively engage in positive online interactions such as friendly conversations and emotional support. However, the results also showed that many students spend more than three hours daily on social media, stay online late into the night, and experience emotional fatigue after prolonged use. The study further revealed that students significantly interact with harmful or inappropriate online content and engage in social comparison among friends. In addition, a significant difference was found in the impact of social media usage between male and female students, with female students being more affected. The study concluded that social media usage among secondary school students has both positive and negative effects on their mental health. It therefore recommended proper guidance, monitoring, and digital literacy education to promote healthy social media use and
protect students’ mental wellbeing.

This study examined the usage of artificial intelligence (AI) tools in research work among final-year students in the Faculty of Social Sciences at the University of Benin. The research was motivated by the growing integration of AI into higher education globally and the limited context-specific evidence from Nigerian universities. The study adopted both explanatory and exploratory research designs. A sample of 120 respondents was drawn from a population of 568 final-year students across six departments using stratified random sampling. Data were collected through a semi- structured questionnaire consisting of four sections: demographic information, prevalence of AI usage, reasons for reliance, and perceived impacts on critical thinking and originality. Descriptive statistics, including frequencies and percentages, were employed in analyzing the data. The findings revealed that a majority of students had adopted AI tools such as ChatGPT, Grammarly, and QuillBot for their academic activities. Most respondents reported daily or weekly usage, with motivations including saving time, improving grammar, generating ideas, and simplifying complex concepts. While many students perceived AI tools as supportive of critical thinking, concerns were expressed about reduced originality, overreliance, and potential threats to academic independence. Thematic analysis further highlighted common applications in literature review, assignments, and clarification of difficult concepts. The study concluded that AI tools are now an integral part of academic practices among final-year students, providing efficiency and support but also raising important ethical and pedagogical concerns. It recommends that students use AI as a supplementary aid rather than a substitute for independent reasoning, that lecturers provide guidance on responsible usage, and that the University of Benin introduce formal policies to regulate AI adoption. Policymakers are also encouraged to develop national frameworks to promote innovation while safeguarding academic integrity.

This study assesses undergraduate students' perceptions of the usage of Artificial Intelligence (AI) tools in the educational process in relation to Office Technology and Management (OTM). A descriptive survey research design was adopted for the study to obtain relevant information from respondents. The study examined students' level of awareness, extent of usage, and perceived benefits of Al tools in supporting learning activities such as research, assignments, record management, and skill development. Data for the study were gathered from undergraduate OTM students through a structured questionnaire, administered in selected tertiary institutions. Furthermore, the study investigated the challenges associated with the use of Al tools in the educational process, including limited access to digital resources, inadequate technical skills, high cost of internet services, and concerns about overdependence on Al. The findings of the study are expected to provide useful insights for educators, institutional administrators, and policymakers on effective strategies for integrating Al tools into OTM education while addressing the identified challenges to improve teaching and learning outcomes.