Artificial Intelligence (AI) has realized many potentials in education. Even with these advantages, concerns regarding data privacy, accessibility, ethics, bias, critical thinking, and student-teacher interaction as well as academic integrity exist. Hence, this empirical research evaluates the role of AI in current educational practice and highlights students’ ethical concerns regarding AI-driven education based on their use of AI in selected Nigerian universities. The study employed a quantitative cross-sectional approach. A total of 535 responses were collected via an online survey from students in eight participating universities across different states in Nigeria. The result was evaluated using SPSS and PLS-SEM. The study findings show there is an interdependent and complex relationship between students’ motivation (β = 0.415, p < 0.01), the challenges they encounter using AI technologies (β = 0.142, p < 0.01), their use of AI (β = 0.568, p < 0.01), and their ethical awareness (β = 0.183, p < 0.01) when it comes to AI in education. On the contrary, no significant correlation exists between AI usage and ethical considerations (β = 0.099). Therefore, it is crucial that Nigerian universities implement formal AI policies and guidelines to control the use of AI and provide practical references for instructors, legislators, and EdTech designers.
Bakre et al. (Wed,) studied this question.