Principals’ Adoption of Artificial Intelligence in Teaching and Learning Processes in Public Secondary Schools in Edo State

Abstract

This study explored school principals’ adoption of Artificial Intelligence (AI) in teaching and learning processes in public senior secondary schools in Edo State, Nigeria. Four research questions were raised. Utilizing a descriptive survey design, data were collected from 308 public secondary schools principals via structured questionnaire, titled: “School Principals’ Adoption of Artificial Intelligence Questionnaire (SPAAIQ)’’. Cronbach alpha method as used toestablish reliability test and coefficient of 0.82 was obtained. 257 copies of the questionnaire were retrieved and found usable, thereby yielding 83.99% response rate. The data were analyzed using Mean and Standard Deviation. Results indicated principals’ moderate awareness of AI technologies among others. In response, the study recommended targeted professional development for school leaders and educators, investment in technological infrastructure, and the inclusion of AI-related content in the school curriculum. Furthermore, it advocated for the establishment of clear ethical guidelines for AI use in education, ensuring data privacy, equitable access, and the prevention of unfair outcome.