ARTIFICIAL INTELLIGENCE, LEARNING, NIGERIA, EDO STATE

This study investigated the impact of Artificial Intelligence (AI) on personalized learning among secondary school teachers in Ovia North-East Local Government Area of Edo State, Nigeria. Descriptive survey design was employed and a sample of 101 teachers were surveyed using questionnaire. Findings indicated a very low level of awareness of AI tools, with 80.2 percent of the teachers unable to list two AI tools and 5.9 percent trained in AI application. Use of AI tools by teachers was moderate, however, they were more disposed to recommending AI tools for use than to deploying AI in their lessons. From the reports of the respondents, it is observed that AI could be used for personalized feedback but identified challenges that included erratic power supply, poor internet connectivity and inadequate training as major barriers. The study therefore concluded that systemic barriers have hindered AI use in spite of generally positive attitude of teachers toward it and then recommended investment in infrastructure, teacher training and provision of affordable and accessible AI tools for the teachers’ uses and development.