BUSINESS EDUCATION

his study was aimed towards analyzing Influence of artificial intelligence AI, on entrepreneurial skills of Business Education graduates in public universities, Edo State. A descriptive survey method was adopted for the study while sample of eighty-four (84) was used as a representative of the entire population of Business Education were the respondent. Questionnaire was used as instrument for data collection which was carefully drafted to answer the research questions. It was rated on the scale ranging from Very High Extent 3< x ≤ 4, High Extent (HE): 2< x ≤ 3, Low Extent. 1< x ≤ 2, Very Low Extent (VLE) 0< x ≤ 1. The research instrument was validated by two expert from Vocational and Technical Education (VTE) before it was administered. Their opinions, suggestions and recommendations was used to produce the final instrument. were used to answer the research questions. A reliability coefficient of 0.81 was gotten using Cronbach alpha method. Form the analysis carried out in the study it was concluded that Artificial intelligence (AI) significantly influence the development of entrepreneurial skills among business Education graduates in public universities in Edo State. This study recommended that Universities should incorporate AI-related courses and practical training into the business education curriculum to equip graduates with the necessary skills for AI-driven entrepreneurship. Regular training sessions and workshops should be organized for students and faculty in public universities to enhance their knowledge of AI applications in business. Business Education graduates should be encouraged to embrace AI technologies by showcasing successful AI- driven entrepreneurial ventures and providing mentorship programs. Government and educational institutions should develop policies that promote AI education and provide funding opportunities for startups utilizing AI solutions. Measures should be taken to overcome barriers such as limited infrastructure, lack of AI expertise, and resistance to change through targeted interventions and awareness programs

This study investigates the attitudes of business education teachers towards teaching at the University of Benin, Benin City, Nigeria, focusing on their impact on teaching practices and student outcomes. Utilizing a descriptive survey research design, the study sampled 15 academic staff from the Department of Business Education, Faculty of Vocational and Technical Education, using a census approach. Data were collected through a structured questionnaire titled "Attitudes of Business Education Teachers Towards Teaching at the University of Benin, Benin City Questionnaire (ABETTTUBBCQ)," validated by experts and tested for reliability with a Cronbach alpha coefficient of 0.73. The findings reveal that business education teachers exhibit predominantly positive attitudes, characterized by professional fulfillment, innovative teaching methods, and a commitment to collaboration and professional development. Key factors influencing these attitudes include the availability of teaching resources, university administrative support, student engagement, career advancement opportunities, and workload demands. Positive teacher attitudes were found to enhance lesson delivery, student motivation, and academic performance, while negative attitudes, though less prevalent, reduced teaching effectiveness. Recommended strategies to improve attitudes include regular professional development workshops, increased access to modern teaching resources, recognition of teaching excellence, fostering collaborative work environments, and reducing administrative burdens. These findings contribute to understanding teacher attitudes in higher education and offer actionable insights for enhancing business education programs at the University of Benin.