Awareness, Adoption and Perceived Impact of Artificial Intelligence Utilisation among Professional Diploma Students of Ahmadu Bello University, Zaria, Kaduna State

Abstract

This study examined artificial intelligence (AI) utilisation among Professional Diploma in Education students at the Institute of Education, Ahmadu Bello University, Zaria, with emphasis on (i) awareness and adoption of AI-related tools and (ii) students' perceived academic benefits of AI use. A descriptive cross-sectional survey design was employed. Forty-two usable responses were obtained from an estimated population of 60 students through simple random sampling. Data were collected using a structured 25-item questionnaire and analysed with frequencies, percentages, means, and standard deviations. Respondents reported high awareness of AI tools (M = 4.38), but only moderate active use (M = 3.23) and limited formal training (M = 2.82). Perceived academic benefits were highest for research efficiency (M = 4.09), time management (M = 4.00), and engagement with course materials (M = 4.00), whereas critical-thinking development received the lowest mean among the six dimensions (M = 3.55). In addition, 78.6% of respondents reported that their academic performance had improved since adopting AI tools. Because these outcomes are self-reported and the study is cross-sectional, the findings should be interpreted as perceived academic benefits rather than causal evidence that AI improves academic performance. The study highlights the need for structured AI-literacy training, clearer institutional guidance, and pedagogical approaches that encourage critical and ethical use of AI in professional education.