Abstract

The growing influence of Artificial Intelligence (AI) across sectors has significant implications for education and national development. While AI integration has been widely examined in STEM disciplines, empirical research on its application in arts education within developing contexts remains limited. This study investigated the extent of AI integration in arts education, its influence on students' creative competencies, and its relationship with national development indicators in selected tertiary institutions in Cross River State, Nigeria. A descriptive survey design was adopted. The population comprised 450 respondents, including 412 arts education students and 38 lecturers. A stratified random sampling technique yielded 235 participants (210 students and 25 lecturers). Data were collected using the Artificial Intelligence in Arts Education Questionnaire (AIAEQ) and a Creative Competency Assessment Rubric (CCAR). Reliability coefficients of 0.84 and 0.81 were obtained using Cronbach's alpha. Data were analyzed using mean, standard deviation, Pearson Product Moment Correlation, and multiple regression at a 0.05 level of significance. Findings revealed moderate AI integration (M = 2.87, SD = 0.74), a significant positive influence of AI tools on creative competency (a = .63, p < .05), and a substantial relationship between AI-driven arts education and perceived national development outcomes (R? = .48, p < .05). The study concludes that AI integration enhances creativity, digital competence, and innovation capacity, contributing meaningfully to national development. Policy reforms, infrastructure investment, and structured AI training are recommended.

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