ARTFICIAL INTELLIGENCE

This study investigated the problems militating against the effective use of Artificial Intelligence (AI) in the teaching and learning of Chemistry in public secondary schools within Egor Local Government Area of Edo State, Nigeria. Guided by a descriptive survey design, the study sampled 100 respondents comprising 40 Chemistry teachers and 60 students drawn from selected public schools. A structured questionnaire and brief interviews were employed to gather data, which were analyzed using frequency counts, percentages, and mean statistics. Findings revealed that AI integration in Chemistry education is significantly low, with minimal availability and usage of AI tools such as virtual laboratories, simulations, and intelligent tutoring systems. Major barriers identified include inadequate infrastructure such as erratic electricity supply, poor internet connectivity, insufficient computers and digital devices and lack of technical support. The study further established that teachers, though generally willing to adopt AI, possess low competency levels due to limited training and poor exposure to AI-based instructional tools. Additionally, weak policy implementation, inadequate funding, and bureaucratic delays were found to hinder the effective deployment of AI initiatives in public schools. Despite these challenges, respondents strongly agreed that AI has the potential to enhance learning outcomes in Chemistry if properly integrated. The study recommends sustained government investment in digital infrastructure, continuous teacher training on AI pedagogy, curriculum reform to incorporate AI concepts, and strengthened partnerships between schools and private technology organizations. It concludes that effective AI integration requires a coordinated multi-stakeholder approach that addresses infrastructural deficits, builds teacher capacity, and ensures consistent policy execution, thereby positioning Chemistry education for improved innovation and student engagement