Background : The integration of AI technologies in academic research writing has significantly transformed scholarly communication and knowledge production. Purpose : This study examined the awareness, usage patterns, and challenges experienced by Library and Information Science (LIS) educators in Nigerian universities concerning the use of Artificial Intelligence (AI) technologies in research writing. Research Design : The study employed a descriptive cross-sectional survey design. Study Sample : A total of 174 LIS educators from Nigerian universities were sampled using stratified random sampling. Data Collection/Analysis : Data were collected using a structured, validated questionnaire and analyzed using descriptive statistics (means, standard deviations) and inferential statistics (multiple regression analysis). Results : Findings revealed high awareness of popular AI tools such as ChatGPT, Meta AI, and Grammarly, with lower awareness of tools like DALL-E and Propensity AI. Multiple regression analysis showed that academic rank was a significant predictor of AI usage frequency, while gender, qualification, and years of experience were not. Conclusion : The study concluded that LIS educators in Nigerian universities are aware of AI technologies but adopt them selectively for non-core writing tasks.
Oladokun et al. (Sat,) studied this question.