Abstract

This study on managing the integration of artificial intelligence in vocational education in Nigerian
public secondary schools for national development stems from the researcher's interest to examine
teacher's awareness and readiness on the integration of artificial intelligence in vocational
education in Imo state secondary schools. This study adopted a descriptive survey research design.
Two research questions guided the study. The population of the study was 6,429 made up of 285
principals and 6,144 teachers in the public secondary schools in Imo State. A sample size of 150
respondents comprising 120 teachers and 30 principals was drawn from secondary schools in Imo
state using clustered random sampling technique. The instrument for data collection was a 21-item
questionnaire based on the 4-point Likert rating scale. The instrument was face validated and a
reliability co-efficient of 0.88 was obtained using the Cronbach Alpha reliability of estimate of
internal consistency. The data generated was analyzed with descriptive statistics of frequency
tables, and mean scores. The study found that teacher readiness for the adoption of artificial
intelligence in the teaching of vocational education is quite low. In addition, it was found that the
infrastructures and facilities for the integration of artificial intelligence in vocational education are
inadequate and recommended that State Education Management Board (SEMB) should organize
regular in-service training and workshops to enable them acquire the needed competence to
integrate AI in the teaching of vocational education.
Key words: artificial intelligence, vocational education, teachers and national development.

How to Cite