Artificial Intelligence in Architectural Education: assessing Awareness, Usage, and Institutional Readiness in Selected Universities in South-East Nigeria
TL;DR
Although awareness of AI is high, structural and pedagogical limitations hinder effective integration, requiring curriculum reform, staff training, infrastructure development, and the establishment of ethical frameworks to support responsible AI adoption in architectural education.
Abstract
The rapid advancement of Artificial Intelligence (AI) is reshaping architectural education and practice globally. However, its integration within Nigerian architectural schools remains limited. This study examines AI awareness, usage patterns, and institutional readiness in selected universities in South-East Nigeria, namely: University of Nigeria Enugu Campus (UNEC), Imo State University Owerri (IMSU), and Gregory University Uturu (GUU). A descriptive cross-sectional quantitative survey design was adopted. Data were collected from 90 valid respondents comprising students and academic staff using structured questionnaires and analysed using descriptive statistics, correlation analysis, and Principal Component Analysis (PCA). Findings reveal high awareness of AI concepts, with over 75% of respondents indicating familiarity, and strong recognition of its relevance to architectural education (88.9%). However, actual usage remains low, as 46.6% of respondents reported not using AI tools. Institutional readiness indicators such as infrastructure availability, staff training, and curriculum flexibility were also rated poorly. PCA results identified three key dimensions influencing AI adoption: institutional readiness (31.2%), positive AI attitude (18.5%), and ethical/creative concerns (12.1%). Findings show that “familiarity” and “understanding” have a substantial positive relationship (r=0.73) and a moderate correlation (r≈0.5) with “relevance.” Furthermore, a cluster (r=0.44–0.61) of “Infrastructure,” “Staff training,” “Curriculum flexibility,” and “Institution readiness” indicates common institutional capacity. The study concludes that although awareness of AI is high, structural and pedagogical limitations hinder effective integration, requiring curriculum reform, staff training, infrastructure development, and the establishment of ethical frameworks to support responsible AI adoption in architectural education.