School Principals’ Readiness for Artificial Intelligence Integration into Teaching and Learning Process in Niger State, Nigeria

Abstract

This study examined the readiness of secondary school principals for the integration of artificial intelligence (AI) into the teaching and learning process in Niger State, Nigeria. Readiness was assessed across three key dimensions: awareness of AI concepts, availability of infrastructural resources, and professional capacity to implement AI tools. A descriptive survey research design was adopted, and data were collected from 286 principals using a structured questionnaire. The findings revealed that while principals demonstrated a moderate level of awareness of AI technologies, infrastructural support was largely inadequate, and significant gaps existed in professional training and technical competence. These limitations suggest that principals are not yet fully prepared to support the effective integration of AI in schools. Based on the findings, the study recommends targeted capacity-building programs, the development of a national policy on AI in education, and increased investment in digital infrastructure to enhance school readiness for AI adoption.