Artificial Intelligence and the Future of Tertiary Education: An Analytical Study of Selected Polytechnics in Adamawa and Taraba States
TL;DR
There is strong awareness and willingness among stakeholders, but the poor institutional capacity limits effective deployment of AI, and it is found that AI usage in academics and administrative areas tends to be largely confined to niche pockets like research support.
Abstract
The study investigated the awareness, use and institutional readiness for adopting Artificial Intelligence (AI) in some selected polytechnics in Adamawa and Taraba States, Nigeria. The study is designed to evaluate the preparedness of stakeholders in relation to AI implementation, and assess the extent of use of Artificial intelligence practices in Teaching-Learning and administrative processes. This study employed a descriptive survey design, using a quantitative approach. Data were collected from a cohort of academic staff, administrative staff, ICT personnel and students via a structured questionnaire that was validated in terms of content, reliability and usability by members of the target population and then analysed using descriptive & inferential statistics. The results show that respondents are somewhat knowledgeable about AI and view its potential to improve educational outcomes in a favorable light. On the other hand, institutional readiness is assessed to be low with major deficiencies in infrastructure, staff training and policy frameworks. The research also finds that AI usage in academics and administrative areas tends to be largely confined to niche pockets like research support. The conclusion is that there is strong awareness and willingness among stakeholders, but the poor institutional capacity limits effective deployment of AI. It calls for greater investment in infrastructure, capacity-building and those clear policies be developed to guide the gradual and sustainable integration of AI into tertiary education.