Artificial Intelligence in Vocational and Accounting Education: Implications for Skill Acquisition in Tertiary Education in Anambra State, Nigeria

Abstract

This study examined Artificial Intelligence in vocational and accounting education: implications for skill acquisition in Tertiary Education in Anambra State, Nigeria. The study was guided by two objectives, two research questions, and two null hypotheses were tested at a 0.05 level of significance. A descriptive survey research design was adopted for the study. The total population of the study was 240 respondents comprised all vocational and accounting education lecturers in Tertiary Education in Anambra State Nigeria. A sample of 120 lecturers and students was selected using simple random sampling technique. Data were collected using a structured questionnaire titled Artificial Intelligence in Vocational and Accounting Education Questionnaire (AIVAQ). The instrument was validated by experts in Accounting, Vocational, and educational measurement, and its reliability was established using Cronbach Alpha, yielding a coefficient of 0.82. Mean and standard deviation were used to answer the research questions, while t-test statistics were used to test the null hypotheses at 0.05 level of significance. The findings revealed that Artificial Intelligence significantly enhances instructional delivery and improves students' skill acquisition in both vocational and accounting education. Based on these findings, it was recommended that tertiary Education integrate AI tools into teaching and learning processes to strengthen practical skills and instructional effectiveness.