The study investigated Lecturers’ Perception of Using AI to Enhance Teaching and Learning of Business Education Courses in Tertiary Institutions in Delta State. Employing the Theory of ICT Self-Efficacy and the Technology Adoption Model (TAM) as theoretical frameworks, the study provided an understanding of how AI can transform educational practices within business education. The population for this study consisted of 66 business education lecturers who were purposively selected from four tertiary institutions in Delta State offering business education programme. A descriptive survey design was utilized, involving a questionnaire with 32 items that was validated. A reliability coefficient of r = 0.88 was achieved using Pearson Product-Moment Correlation (PPMC) statistics, highlighting the instrument’s consistency. A total of three research inquiries were formulated and answered while a total of three null hypotheses were evaluated using a significance level of 0.05. Descriptive statistics, particularly mean scores, were used to analyse the collected data. The findings indicate that business education lecturers reported a high level of optimism regarding the prospects and numerous benefits connected to the implementation of artificial intelligence in their educational practices. Lecturers recognized AI’s potential to enhance pedagogical effectiveness, improve student engagement, and facilitate personalized learning experiences. However, several challenges were identified, including fears of redundancy and concerns about insufficient knowledge and experience with AI technologies before their adoption, which may negatively impact their performance. Based on these findings, the study recommends that educational institutions in Delta State take proactive measures to facilitate the transition toward AI integration in their business education programmes. Institutions should consider sponsoring business education lecturers to attend local and international forums concerning artificial intelligence, where experts can demonstrate the operation of AI technologies. Such exposure is expected to enhance lecturers' self-efficacy regarding the implementation of AI, thereby improving their readiness and confidence when these technologies are ultimately included in their teaching frameworks.
Freeborn Aganbi (Wed,) studied this question.
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