INTELLIGENCE

Emotional intelligence and critical thinking disposition are essential competencies required for effective nursing education and professional practice. This study examined the correlation between emotional intelligence and critical thinking disposition among nursing students at the University of Benin, Benin City, Edo State. A cross-sectional correlational design was adopted, and a total of 255 students from 200 to 500 levels were selected using a stratified random sampling technique. Data were collected using validated structured questionnaires measuring emotional intelligence and critical thinking disposition. Analysis was conducted using the Statistical Package for the Social Sciences (SPSS) version 26.0. Descriptive statistics such as frequencies, percentages, and means were used, while Pearson Product Moment Correlation served as the inferential statistical tool. Findings showed that the majority of participants were female (77.6%), with a mean age of 21.6 ± 3.26 years, and most respondents (94.1%) had a GPA of 3.0 and above. Emotional intelligence levels were generally high, with 52.16% of respondents scoring in the high category, 36.08% in the moderate category, and 11.76% in the low category. The overall mean emotional intelligence score was 55.9 ± 12.7. Critical thinking disposition also ranked high among respondents, with 52.55% classified as high, 33.73% moderate, and 13.73% low. The overall mean score for critical thinking disposition was 117.3 ± 33.2. Correlation analysis revealed statistically significant positive relationships between all dimensions of emotional intelligence and critical thinking disposition, with correlation coefficients ranging from r = +0.185 to r = +0.212 (p < 0.01). Overall emotional intelligence also showed a weak but significant positive correlation with critical thinking disposition (r = +0.210; p = 0.003), leading to the rejection of the null hypothesis. The study concludes that higher emotional intelligence is associated with a stronger disposition toward critical thinking among nursing students, underscoring the need for educational strategies that promote both emotional and cognitive development within nursing training.

The rapid growth of Artificial Intelligence (AI) has reshaped academic practices in higher education, creating both opportunities and ethical concerns. This study investigated the ethical issues associated with AI use among undergraduate students in Nigerian universities, with a focus on the University of Benin. The research examined how AI tools encourage plagiarism, affect academic integrity, contribute to dependence, promote academic laziness, and influence examination malpractice. A descriptive survey design was employed, and data were collected from seventy (70) undergraduate students across different faculties using a structured questionnaire. The results, analyzed through frequency counts, percentages, means, and standard deviations, revealed that AI tools significantly encourage plagiarism and undermine academic integrity. While students did not show strong overall dependence on AI, findings indicated that selective use promotes moderate laziness and creates new opportunities for exam malpractice. The study concludes that although AI can enhance learning efficiency, its misuse poses serious ethical challenges. It recommends that universities develop policies, awareness programs, and training initiatives to guide students toward responsible AI use, ensuring that technological benefits align with academic integrity and genuine learning