Qualitative Analysis of Lecturers' Self-Efficacy and Perception of Artificial Intelligence Tools for Educational Practices in Higher Education

Artificial intelligence is impacting the field of education like previous technologies. Despite its importance in Education, empirical findings are required to establish lecturers’ self-perceived ability to use and integrate AI tools for educational practices irrespective of academic discipline. This study adopted a qualitative approach to explore how lecturers perceive their competence (self-efficacy) in using artificial intelligence tools for educational practices in a Nigerian university. In addition, it investigated lecturers’ perceptions of the impact of the use of AI tools on their educational practices. A one-on-one interview was carried out with 30 lecturers across different areas of specialisation (6 lecturers from each category). Areas of specialisation, which are used as a moderating variable, were categorised into five: Sciences, Social Sciences, Humanities, Applied Sciences and Applied Social Sciences. The patterns, responses, and thematic analysis of the interviews indicated that most lecturers in universities have positive perceptions about the impact of AI tools and are confident in using them for educational practices such as research, grading, integrating AI into lectures and virtual assistants, among others. However, some lecturers, especially those who are professors and in languages, don’t use it. Lecturers are also concerned about its ethical use by students. Demo name was used to represent respondents whose responses were used to justify statements to ensure anonymity.