The study investigated the awareness and utilisation of artificial intelligence (AI) tools in the administration of secondary schools across North-Central Nigeria—a region marked by distinctive educational challenges and opportunities. The objectives were threefold: to assess the level of AI awareness among school administrators, evaluate the extent of AI tool utilisation, and identify barriers hindering their adoption for effective school management. To address these aims, three research questions were formulated. Using a multi-stage random sampling technique, 300 secondary school principals were selected as respondents. Data were collected through a researcher-developed instrument titled Principals’ Awareness and Utilisation of AI Tools Questionnaire (PAUATQ). Descriptive statistics, specifically mean and standard deviation, were employed for data analysis. Findings indicated low levels of AI awareness (M = 1.79, SD = ±1.04) and utilisation (M = 1.68, SD = ±1.29), with prominent adoption barriers including inadequate infrastructure and high costs of acquisition and maintenance (M = 2.86, SD = ±0.94). Based on these results, the study recommended that counselling psychologists and key educational stakeholders organise targeted workshops, seminars, and training programmes to enhance the technical competence and confidence of school administrators and teachers in implementing AI tools.
Adediran et al. (Mon,) studied this question.