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The integration of artificial intelligence (AI) as a subject into K-12 education worldwide is still in its early stages and undoubtedly needs further investigation. There is limited effort on understanding policymakers, teachers and students' viewpoints on AI learning within the school system. This study gathered the thoughts of key stakeholders, including policymakers, higher education and K-12 teachers, and students in Nigeria, to understand their conceptions, concerns, and dispositions, with the aim of aiding the implementation of AI in schools. We further explored the needs of the diverse stakeholders, how they can be supported and juxtaposed their views to identify their priorities and how their opinions combined could give a holistic approach to the effective implementation of AI education. This research employed a qualitative methodology using semi-structured interviews as the means of data collection. The thematic analysis of the interview data from the 21 participants indicates their conceptions, what they considered the priorities for including AI in the school system, concerns and support needed to implement AI in schools. The findings of this study contribute to the ongoing conversation on how to effectively integrate AI into school curriculum.
Sanusi et al. (Sun,) studied this question.