Abstract

The main objective of this study was to explore the challenges and opportunities of integrating artificial intelligence (AI) in vocational education and teacher training in tertiary institutions in plateau state, Nigeria. The study employed a mixed-methods (qualitative and quantitative) approaches. The population for the study includes vocational teachers, students, and educational policymakers in institutions of higher learning in Plateau State. A stratified random sampling technique was used. 200 subjects, comprising 100 teachers, 50 students, and 50 policymakers constituted the sample for the study. Survey instrument was used to collect data on demographics, AI literacy and experiences with AI integration in vocational education. Utilizing a qualitative approach, data were collected through experts' interview. The Quantitative data was analyzed using T- tests, and ANOVA as statistical tools. A semi-structured qualitative interview was conducted with 20 vocational teachers and trainers who participated in the survey to gather more in-depth insights into their experiences with AI integration in vocational education. The qualitative data from interviews was subjected to thematic analysis approach. A conceptual research model was developed based on the Technology Acceptance Model (TAM), which examined perceived usefulness and ease of use as key determinants of AI adoption. The findings revealed among others that while AI can significantly improve learning outcomes and administrative efficiency, its implementation requires strategic planning, teacher training, and regulatory frameworks. AI integration in vocational education could provide opportunity for students to develop skills in emerging technologies and improve their employability. The findings have implications for the teacher training programs, which need to priorities AI literacy and integrating skills.

Keywords

How to Cite