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<p>This study investigated institutional differences in awareness, attitude, utilization, and competence regarding AI tools among chemistry lecturers and undergraduates in tertiary institutions in South-West Nigeria. A descriptive survey design was adopted, involving 300 lecturers and 600 undergraduates selected through a multi-stage sampling technique. Data were collected using validated structured questionnaires, Undergraduate Structured Questionnaire (USQ) and Lecturer Structured Questionnaire (LSQ), with reliability coefficients of 0.76 and 0.78 respectively. MANOVA results indicated no statistically significant multivariate effect of institutional type on lecturers’ AI engagement, Pillai’s Trace = 0.024, <i>F</i><sub>(8, 346)</sub> = 0.53, <i>p</i> &gt; .05, partial <i>η²</i> = 0.012, nor among undergraduates, Pillai’s Trace = 0.003, <i>F</i><sub>(8, 1734)</sub> = 0.34, <i>p</i> &gt; .05, partial <i>η²</i> = 0.002. Univariate analyses showed negligible effect sizes across awareness, attitude, utilization, and competence. While awareness is gradually increasing, particularly among university lecturers and undergraduates in colleges of education, it has not yet translated into meaningful usage or confidence in applying AI tools for teaching and learning. In conclusion, the study calls for targeted capacity-building initiatives, curriculum reforms that embed AI literacy, and improved infrastructural support to foster effective utilization of AI tools in tertiary science education. Addressing these gaps is essential for preparing educators and undergraduates to navigate the evolving landscape of digital learning and to harness the full potential of AI in advancing chemistry education in Nigeria. The study recommends targeted training, curriculum integration, and infrastructural support to enhance AI adoption in science education.</p>

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Institutional differences in awareness, attitude, utilization, and competence in artificial intelligence tools among chemistry lecturers and undergraduates in South-West Nigeria

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年7月9日

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  • Peter Olubunmi Olugbuyi,
  • Mulkah Adebisi Ahmed,
  • Adekunle Solomon Olorundare

摘要

This study investigated institutional differences in awareness, attitude, utilization, and competence regarding AI tools among chemistry lecturers and undergraduates in tertiary institutions in South-West Nigeria. A descriptive survey design was adopted, involving 300 lecturers and 600 undergraduates selected through a multi-stage sampling technique. Data were collected using validated structured questionnaires, Undergraduate Structured Questionnaire (USQ) and Lecturer Structured Questionnaire (LSQ), with reliability coefficients of 0.76 and 0.78 respectively. MANOVA results indicated no statistically significant multivariate effect of institutional type on lecturers’ AI engagement, Pillai’s Trace = 0.024, F(8, 346) = 0.53, p > .05, partial η² = 0.012, nor among undergraduates, Pillai’s Trace = 0.003, F(8, 1734) = 0.34, p > .05, partial η² = 0.002. Univariate analyses showed negligible effect sizes across awareness, attitude, utilization, and competence. While awareness is gradually increasing, particularly among university lecturers and undergraduates in colleges of education, it has not yet translated into meaningful usage or confidence in applying AI tools for teaching and learning. In conclusion, the study calls for targeted capacity-building initiatives, curriculum reforms that embed AI literacy, and improved infrastructural support to foster effective utilization of AI tools in tertiary science education. Addressing these gaps is essential for preparing educators and undergraduates to navigate the evolving landscape of digital learning and to harness the full potential of AI in advancing chemistry education in Nigeria. The study recommends targeted training, curriculum integration, and infrastructural support to enhance AI adoption in science education.