Articles

The study examined artificial intelligence (AI) in education, benefits and ethical concern in Boki Local Government Area of Cross River State. Three (3) research questions and three (3) hypotheses were developed to solve the problem of the study. A survey research design was adopted. One hundred (100) undergraduate students were sampled from the total population of three thousand four hundred and ninety six (3,496) in three (3) political clans in Boki Local Government Area using stratified random sampling technique. Questionnaire was the instrument used for data collection. The designed questionnaire was titled: Artificial Intelligence in Education, Benefit and Ethical Concern Questionnaire (AIEBECQ) with fifteen (15) items, designed on a 4-point Likert type scale of Strongly Agree (SA), Agree (A), Disagree (D) and Strongly Disagree (SD). The instrument was validated by two experts in measurement and evaluation, and the reliability Cronbach Alpha statically analysis gave Alpha Coefficient of .86, .63, .82 and .71. Mean and standard deviation were used in answering the research questions at the bench mark of 2.5 and paired sample t-test at .05 level of significant was used in testing the hypotheses. To this end, the findings revealed that there is a significant effect of benefits of AI for learners facing tool, teachers facing tool, school administrators facing tools and its ethical concern in Boki Local Government Area of Cross River State. The study recommended amongst others that; Institutions should establish a robust system for regularly evaluating AI tools for bias, fairness, and privacy compliance, while engaging all stakeholders in open dialogues about the ethical implications of AI.

The integration of AI in language education has revolutionized the way languages are taught and learned, offering unprecedented opportunities for personalized learning, enhanced accessibility and improved outcomes. This paper explores the impact of AI on language education and its implications for national development. It examines the benefits of AI-powered language learning tools, such as adaptive learning systems, intelligent tutoring systems and language assessment platforms. The paper also discusses the challenges associated with AI in language education, including issues of equity, bias and the need for teacher training. Furthermore, it highlights the potentials of AI to drive national development by enhancing language skills, promoting cultural understanding and fostering global communication. The paper concludes by emphasizing the need for stakeholders to harness the potentials of AI in language education while addressing its challenges to ensure inclusive and effective language learning for all.

This study evaluates the economic benefits of AI-driven sustainability education for the future in Imo State. The study adopted a descriptive research design. The study was guided by three research questions, which were raised, and three hypotheses were formulated. The study was conducted in the Mbaitolu Local Government Area of Imo State in Nigeria. The study population consisted of 392 secondary school students in Imo State. The simple sampling technique was used to obtain 198 students (Taro Yamane Formula). The instrument for data collection was a 25- item researcher-made instrument titled "Economic Benefits of AI-Driven Sustainability Education for Students' Future Career Prospects Questionnaire, "which was structured using a Likert type of response with strongly Agree (SA),Agree (A),Disagree (D) and Strongly Disagree (SD) options respectively and the Cronbach Alpha was used to obtain a reliability index of 0.89. The instrument was validated by two experts from the Measurement and Evaluation department of Economics. The research questions were analyzed using means and standard deviations, while the null hypotheses were tested using a t-test. The findings revealed a significant positive impact of AI-driven sustainability education on Students' knowledge and skills in sustainable economic development.AI-driven sustainability education is a promising educational innovation that can boost secondary school students' career opportunities and economic prospects in Imo State. Strengthening its integration into the school system can be a powerful step toward developing human capital, encouraging technological progress, and supporting sustainable economic growth in the state and beyond . It was recommended that Imo State Ministry of Education should officially include AI-driven sustainability education in the secondary school curriculum, especially in science, technology, and civic education subjects. This will help systematically develop skills related to the digital and green economy.

Artificial Intelligence (AI) has emerged as a transformative force with the potential to accelerate progress toward the educational achievement and national development. This paper explores the role of artificial intelligence in addressing educational challenges such as digital divide, data security, data mechanism, financial resources, economic inequalities and infrastructural challenges. By enabling data-driving decision making optimizing resource use, and fostering innovation, Artificial Intelligence contributes to national development across diverse sectors. However, the deployment of AI also raises significant ethical, social, and governance concerns, including risks of bias, privacy violations, and inequality, which must be addressed through inclusive and responsible frameworks. The paper highlights key Artificial Intelligence technologies relevant to the achievement of national development, their applications, and ongoing global initiatives aimed at promoting ethical AI governance. It concludes with recommendations to ensure AI's equitable and effective integration into educational attainment and national development efforts, emphasizing the importance of collaboration, transparency, and cultural sensitivity to harness AI's full potential for the global good.

Assessment analytics has emerged as a transformative approach in education, leveraging data- driven insights to enhance teaching, learning, and institutional decision-making. This paper examines the concept, components, applications, benefits, and challenges of assessment analytics, highlighting its potential to shift educational evaluation from traditional, summative assessment toward continuous, evidence-based, and learner-centered practices. By systematically collecting, analyzing, and interpreting student performance and behavioral data, assessment analytics enables personalized learning, early identification of at-risk learners, curriculum improvement, and professional development for educators. Key components include data collection, storage and management, processing, analysis, interpretation, and reporting, all of which work together to convert raw educational data into actionable insights. Despite its advantages, the implementation of assessment analytics faces challenges, including data privacy concerns, algorithmic bias, technological infrastructure limitations, equity issues, and the need for teacher preparedness. The paper concludes with recommendations for ethical, effective, and sustainable use of assessment analytics in educational settings, emphasizing the integration of AI insights with human judgment. By adopting assessment analytics thoughtfully, institutions can foster improved learning outcomes, enhanced instructional quality, and a more responsive and inclusive educational system.

This study examines the role of artificial intelligence in the interpretation of religious iconography in art education. Religious iconography, which involves the use of visual symbols and images to represent religious beliefs, has historically served as an important means of communicating spiritual ideas, cultural values, and sacred narratives. Traditionally, the interpretation of these symbols has relied on the knowledge and expertise of art historians, educators, and scholars of religion who analyse visual elements such as colour, gesture, composition, and symbolic objects within artworks. However, recent technological advancements have introduced artificial intelligence as a powerful tool for analysing visual data and supporting art interpretation. AI technologies such as machine learning and computer vision can analyse digital images of artworks, detect recurring visual patterns, and assist in identifying symbolic motifs within religious paintings and sculptures. The study adopts an exploratory research design and utilises oral interviews and focus group discussions to gather insights from participants on the influence of AI in art education. Findings reveal that AI-based tools can enhance students' visual literacy and analytical skills by enabling them to explore large digital collections of artworks and identify iconographic patterns more efficiently. AI-generated artistic content also provides opportunities for creative experimentation and comparative analysis in the classroom. However, the study concludes that while AI can support visual analysis, human interpretation remains essential for understanding the historical, cultural, and theological meanings embedded in religious iconography (200 words).

The rapid advancement of Artificial Intelligence (AI) is transforming various sectors of society, including education. As digital technologies continue to reshape the global knowledge economy, educational systems must adapt to ensure that learners acquire the competencies required for the twenty-first century workforce. Curriculum and instruction represent critical components of educational reform, particularly in teacher education institutions responsible for preparing future educators. This paper examines the need to reposition curriculum and instructional practices in the era of Artificial Intelligence in order to promote national development in Nigeria. The study discusses the concept of Artificial Intelligence and its implications for education, the role of curriculum and instruction in technological transformation, and the emerging opportunities for integrating AI-driven pedagogical approaches into teaching and learning. The paper is anchored on Constructivist Learning Theory and the Technological Pedagogical Content Knowledge (TPACK) framework, which emphasize active learning and effective technology integration in education. Empirical studies on Artificial Intelligence in education are reviewed to highlight the potential of AI tools such as intelligent tutoring systems, adaptive learning platforms, and learning analytics in enhancing instructional effectiveness. Despite the potential benefits of Artificial Intelligence in education, several challenges hinder its effective adoption in Nigeria, including inadequate technological infrastructure, insufficient digital competencies among educators, and limited policy support. The paper recommends curriculum reform, investment in digital infrastructure, professional development for teachers, and collaboration between educational institutions and technology industries. It concludes that repositioning curriculum and instruction to integrate Artificial Intelligence will enhance educational quality, improve workforce preparedness, and contribute significantly to national development.

Artificial Intelligence (AI) has emerged as a transformative force in global economies, offering opportunities to address developmental challenges and drive sustainable growth. In Nigeria, where economic diversification and youth unemployment remain critical concerns, AI education defined here as the independent variable presents a strategic pathway to empower the workforce, foster innovation, and enhance national productivity, thereby driving sustainable economic development as the dependent variable. This paper is a conceptual study that synthesises current literature, secondary data, and case studies to explore how AI education can strategically bridge the skills gap (mediating variable) and overcome infrastructure and policy constraints (moderating variables). The study highlights how targeted AI literacy and technical training programs can equip Nigerian youth with skills for high-demand sectors like technology, agriculture, and healthcare. It also addresses challenges such as infrastructure deficits, digital divides, and policy gaps that hinder AI education adoption. The findings suggest that strategic investments in AI education, supported by public���private partnerships, can catalyse inclusive economic growth, reduce inequality, and position Nigeria as a competitive player in the global digital economy.

Artificial Intelligence (AI) has emerged as one of the most transformative technologies influencing governance, education, and socio-economic development in the twenty-first century. Governments around the world are increasingly adopting Artificial Intelligence technologies to improve public administration, enhance policy-making processes, and promote citizen engagement. In Nigeria, the integration of Artificial Intelligence into governance structures presents significant opportunities for improving democratic governance, enhancing educational systems, and accelerating national development. This paper examines the relationship between Artificial Intelligence and democratic governance and explores its implications for education and national development in Nigeria. Anchored on theories of digital governance and democratic participation, the study highlights how AI-driven technologies can enhance transparency, accountability, and citizen participation in governance. The paper also discusses the role of Artificial Intelligence in transforming educational systems through personalized learning, learning analytics, and intelligent tutoring systems. However, challenges such as inadequate technological infrastructure, digital inequality, and lack of regulatory frameworks may hinder the effective integration of Artificial Intelligence in governance and education. The study concludes that strategic investments in Artificial Intelligence, policy reforms, and capacity building are necessary to harness the full potential of AI for democratic governance, educational transformation, and national development in Nigeria.

Artificial intelligence is increasingly prominent in public, academic and clinical provinces. A widening research base is expanding AI's reach, including to that of guidance and counseling and educational development. This article defined AI and its relevant subfields, provides a brief history Psychological AI and suggest four levels of implementing AI in counseling, correspondence to time orientation and influence. The implications of Artificial Intelligence are highlighted to be applicable to counseling ethics, existentialism, clinical practice and public policy. The paper further highlighted various ways AI impacts in educational development and the challenges associated with AI in educational development. The application of AI in Guidance and Counseling, The differences between Role of AI and application of AI, impact on counselor Roles(the shift), The medium to distant future, i.e the dawn of Artificial general intelligence, The age of super intelligence, AI in Radiograph and medical imaging, Artificial intelligence (AI) and Educational development, impact of AI in Education, Core benefits of AI, Key Consideration for implementation, Suggestion on AI application in Educational development and Recommendations were all discussed. The article concluded by stressing that Artificial Intelligence is increasingly prominent in public, academic and clinical provinces, each implementation level sees AI growing more into the counselling field, but the present has seems an AI resurgence.

The rise of Artificial Intelligence (AI) has really changed today's world, especially in healthcare, education, religion, and mental health services. In counseling, tools like machine learning, smart chatbots, predictive analytics, virtual assistants, and natural language processing are increasingly being used in therapy and spiritual support. This paper takes a close look at how AI, religio- psychological counseling, and national development connect with each other. It sees AI as a machine-based system that can mimic human thinking. Religio-psychological counseling is a blended approach that mixes psychological methods with religious beliefs and spiritual values to help with emotional, behavioral, and life problems. The paper argues that this kind of counseling helps national development by improving mental health, encouraging moral change, supporting youth growth, promoting ethical leadership, building peace, strengthening families, and boosting economic productivity. The study also looks at how AI is used in counseling today things like emotional assessment, virtual therapy, suicide prevention, pastoral care, tracking behavior, and personalized treatments. But there are real challenges too: AI lacks genuine empathy, misses spiritual sensitivity, raises privacy issues, carries cultural bias, leads to overreliance on technology, and creates ethical problems. To fix these issues, the paper suggests human-centered AI rules, ethical guidelines, digital literacy, culturally aware AI systems, and keeping humans involved in counseling. The paper ends by saying that while AI can make counseling more accessible and efficient, true national development only happens when we balance tech progress with human compassion, spiritual care, ethical responsibility, and mental well-being.

The study assessed the effects of artificial intelligence on teaching and learning of science education programme in tertiary institutions in Nigeria. The study used descriptive survey method. The population of the study comprises of 100 academic staff in Adamu Augie College of Education Argungu ( AACOE) Kebbi State Nigeria. The sample for the s t u d y w a s m a d e u p o f 1 0 0 a c a d e m i c s t a f f in the College. The researcher formulated an instrument titled Artificial Intelligence and Science Education Questionnaire (AISEQ). Test and re-test method was used to determine the reliability of the instrument. The result collected on the first and second were correlated and it yielded a coefficient of 0.86 which is high enough for the study. Descriptive statistics was used to analyze data collected for the research questions and hypothesis formulated for the study. The result collected and analyzed disclosed that Al support implementation of science education in Nigerian Tertiary institution in the following areas; Al supports presentation of lectures on science education, assists lecturers to carry out researches in science education. The result established that artificial intelligence has aided teaching and learning of science education in Nigerian tertiary institutions. Based on this, the study recommended that the tertiary institutions manager should increase funding of science education to enable the procurement and deployment of Al for the teaching and learning of science education in AACOE Argungu.

This study examined the role of entrepreneurship in sustainable national development, in view of persistent challenges such as unemployment, poverty, economic instability, and inadequate socio- economic development despite numerous government interventions. The main objective of the study was to assess the extent to which entrepreneurship contributes to sustainable national development through employment generation, poverty reduction, and economic growth. The study was anchored on Joseph Schumpeter's Innovation Theory of Entrepreneurship, which explains entrepreneurship as a driver of economic development through innovation and creative destruction. A quantitative survey research design was adopted. The population comprised entrepreneurs and business owners in selected urban areas, while a sample size of 200 respondents was selected using simple random sampling technique. Data were collected using structured questionnaires designed on a five-point Likert scale. The data collected were analyzed using descriptive statistics (frequency, percentage, mean, and standard deviation) and inferential statistics (multiple regression analysis). Findings from the study revealed that entrepreneurship has a significant positive effect on sustainable national development. Specifically, entrepreneurship was found to significantly enhance employment generation and economic growth, as well as contribute to poverty reduction and improved living standards. The regression result showed that entrepreneurship explains 61.5% of variations in sustainable national development, indicating a strong relationship between the variables. The study concluded that entrepreneurship is a critical driver of sustainable national development, particularly in addressing unemployment and poverty challenges. However, its effectiveness is constrained by structural challenges such as inadequate infrastructure, limited access to finance, and policy inconsistencies. The study recommended improved access to finance, strengthening of entrepreneurship education, provision of enabling infrastructure, and stable government policies to enhance entrepreneurial performance and national development outcomes. The study identified a gap in existing literature, as previous studies have hassanturaki88@gmail.com usmanjo21@gmail.com kelvindaniel896@gmail.com kajangthomas16@gmail.com) 112 largely focused on economic outcomes of entrepreneurship, with limited attention to its broader contribution to sustainable national development encompassing economic, social, and environmental dimensions, particularly within the Nigerian context.

Integration of artificial intelligence and school principals' instructional supervision present a significant milestone in modern pedagogy which create learning-environment that is both engaging for principals and teachers preparing them for the challenges ahead. The use of AI in principal instructional supervision provides tools for personalized learning, data analyses and simultaneous based experience. This paper seeks to examine the role of school principals' instructional supervision and artificial intelligence in national development. The paper also seeks to provide a comprehensive understanding on how principal instructional supervision and artificial intelligence enhance national development. The opinion of the paper is that integrating artificial intelligence in principals' instructional supervision is capable of providing quality supervision of teachers in classroom for quality education which can result to national development, by so doing policy makers and schools can create a more personalized, data, driven, and engaging learning environment that foster quality supervision of teachers in a modern world. To these benefit, the paper suggests among others that government, stakeholders and school proprietors should explore alternative funding solution such as technology grants, public-private partnerships to reduce implementation cost Key-words:- Artificial Intelligence, Supervision, Instruction, National Development

The integration of Artificial Intelligence (AI) into educational systems has emerged as a transformative force globally, with significant implications for teaching practices, learning outcomes, and national development. In Nigeria, Christian Religious Studies (CRS) occupies a unique position in the educational curriculum, serving not only academic purposes but also contributing to moral formation, character development, and social cohesion critical ingredients for sustainable national development. This paper examines the potential of AI to enhance the teaching and learning of CRS in Nigerian educational institutions and explores how such integration can contribute to national development goals. The paper argues that for AI to effectively serve the teaching of CRS and contribute to national development,, AI can be harnessed not only to revitalize CRS teaching strategy but also to advance Nigeria's broader national development agenda in Nigeria.

This paper explores the potential Artificial Intelligence. Meaning of Artificial Intelligence as a concept in addressing the challenges of English language learning particularly in the context of word class acquisition. AI tools and platforms that support word class instructions. Framework for AI power word class instruction, component description. The role of the teacher in AI language learning. Benefits of AI powered word class instruction. The challenges of word class, challenges and limitations. Suggestion, recommendations and conclusion were made accordingly.

This study investigates the psychosocial impacts of gender-inclusive tax reforms, with a specific focus on Nigeria's 2025 Tax Act. While such reforms aim to correct structural biases, their psychological consequences for men and women remain critically underexplored. Employing a sequential mixed-methods design including a survey of 402 adults and in-depth qualitative interviews, this research examines how the reform influences mental well-being, self-esteem, and the �ǣgendered psychological contract��� within Nigeria's unique context of high informality and public distrust. Findings reveal a stark perception gap: 71% of women rated the tax system as unfair compared to 39% of men, with this perceived inequity strongly correlating with higher psychological distress among women (r = 0.57). The data further indicates that the Act's progressive provisions, though positively associated with women's sense of economic recognition, are undermined by administrative complexity and persistent informal levies. Crucially, the study identifies that the reform's success is heavily mediated by non-fiscal factors, including the absence of care infrastructure and entrenched social norms. The study concludes that a purely technical approach to reform is insufficient and recommends a holistic policy paradigm. This includes legislating mandatory gender-impact audits, creating simplified �ǣpresumptive tax shield��� pathways for informal workers, and integrating fiscal policy with social investment through mechanisms like a �ǣCare Recognition Credit.��� Only through such integrated measures can tax policy transform from a source of stress into a foundation for psychologically sustainable and equitable development.

The emergence of Artificial Intelligence (AI) as a technology-driven tool that can perform human tasks has brought strategic changes in all aspect of human development and more profoundly in the educational sector. This study provides an overview of the potentials of integrating artificial intelligence for sustainable students' service delivery in higher institutions of learning in Nigeria. Students' services being a grey area of educational programme need innovative approaches as artificial intelligence to address some of such basic challenges. For instance the scare resources available for educational development has created a yearning gap in students' needs visa-vise the resources available for students' sustainable service delivery. Consequently, there is need for innovations for equity and easy access in the distribution of available academic resources through technology driven tools of artificial intelligence for the sustenance of student services. A technologically- driven practices of artificial intelligence such as the Learning Management Systems(LMS),Digital Management Tools(DMT), AI powered study supports including Online collaboration tools can provide students with sustainable services with a mere click of a button in real time. For an institution to provide a sustainable students service that is equitable, efficient, and of high-quality, on long-term without compromising future capacity and efficiency, artificial intelligence is needed to provide such support and services in a way that meets global practices. Despite these advantages, the implementation of AI in student services is associated with several challenges, including concerns about data privacy and security, limited technological infrastructure, inadequate digital skills among staff and students as well as issues related to digital divide. These challenges may limit the effective adoption of AI, particularly in developing countries as Nigeria. However, it is expected that with adequate planning and investment from individuals and governments, such challenges can be easily be addressed.

This study looked at how teachers and students perceived artificial intelligence (AI)-enhanced learning, creativity, and academic emotions in selected South-East Nigerian colleges of education. It looked specifically at the problems and benefits of employing AI applications, as well as respondents' attitudes regarding AI-integrated educational tools. A mixed-methods research methodology was used, with both a quantitative survey and qualitative interviews. The quantitative component included 300 respondents (100 teachers and 200 students) who completed a standardised questionnaire, while the qualitative component included semi-structured interviews with 25 purposefully chosen individuals. Quantitative data were analysed using descriptive statistics (mean and standard deviation), whereas qualitative data were analysed using thematic content analysis, and the results were triangulated. Results indicated that respondents perceived significant challenges, including limited infrastructure, lack of training, and occasional frustration or anxiety when using AI tools. However, AI applications were also perceived as beneficial for enhancing creativity, motivation, personalized learning, and academic confidence. Teachers and students demonstrated positive attitudes toward AI integration, expressing willingness to adopt AI-enhanced learning with adequate support. The study concluded that AI-enhanced learning is a valuable tool for improving creativity and academic emotions, but its effectiveness depends on infrastructure, training, and policy support. Recommendations include enhancing AI training programs, improving digital infrastructure, establishing data privacy guidelines, and integrating AI into the curriculum. The study provides insights for policymakers, educators, and researchers seeking to maximize the benefits of AI in education.

Artificial Intelligence (AI) has emerged as one of the most transformative forces shaping contemporary societies and national development agendas. Governments across the globe are increasingly deploying AI-driven technologies to enhance economic productivity, governance efficiency, healthcare delivery, and educational access. However, the extent to which nations benefit from AI innovations largely depends on the preparedness of their human capital, particularly adults who constitute the core of the workforce and civic population. This paper examines the relationship between artificial intelligence, adult education, and national st development in the 21 century. Adopting a qualitative literature review approach, the study analyzes recent scholarly works, policy documents, and global development reports to explore how AI can enhance adult literacy, lifelong learning, workforce upskilling, and national productivity. Findings reveal that AI-powered tools such as adaptive learning platforms, intelligent tutoring systems, learning analytics, and digital assistants have significant potential to expand access to adult education, personalize learning experiences, and address skills mismatches in the labor market. Nonetheless, challenges including digital illiteracy, infrastructural deficits, ethical risks, data privacy concerns, and socioeconomic inequalities threaten the equitable adoption of AI in adult education. The paper recommends among others the integration of AI competencies into adult education curricula, increased investment in digital infrastructure, strengthened regulatory and ethical frameworks, and the promotion of inclusive digital literacy initiatives.

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.

Artificial Intelligence (AI) is increasingly recognized as a transformative tool in education, offering innovative approaches to teacher support and professional development. Traditional models of professional development, such as workshops and seminars, have often been criticized for their generalized content, limited follow-up, and low impact on instructional quality. This paper examines the application of AI in enhancing teacher effectiveness by providing personalized learning pathways, real-time instructional feedback, collaborative professional learning communities, administrative support, and opportunities for reflective practice. Drawing on recent literature, the study highlights the ways in which AI can improve teacher competence, facilitate evidence-based decision-making, and promote continuous professional growth. The paper also identifies key challenges to AI integration, including digital literacy gaps, data privacy concerns, infrastructural limitations, contextual relevance, and teacher acceptance. Recommendations are proposed to address these challenges, emphasizing comprehensive teacher training, ethical guidelines, equitable access to technology, contextual adaptation, and the balance between AI insights and human pedagogical judgment. The findings suggest that, when implemented thoughtfully and ethically, AI has significant potential to transform professional development, empower teachers, and improve teaching and learning outcomes across diverse educational contexts.

This study examined the integration of Artificial Intelligence (AI) into the business education curriculum with emphasis on enhancing creativity and innovation for national economic development. The study was guided by two research objectives. Two hypotheses guided the study. A cross-sectional research design was adopted for the study. The instrument use for data collection is a structure questionnaire �ǣTitle Artificial intelligence in business education Questionnaire (AIBEQ���. Data collected was analysed using the Pearson Product Moment Correlation (PPMC) statistical technique at the 0.05 level of significance. The area of the study is Cross River State. The population of the study comprises of lecturers in the department of business education, Federal College of Education Obudu. The findings revealed that there is a significant positive relationship between AI integration in business education curriculum and national economic development (r = 0.669, p < .05). The result also indicated a significant relationship between AI-enhanced creativity and innovation in business education curriculum and national economic development (r = 0.850, p < .05). These findings imply that integrating AI technologies into business education programmes equips students with relevant digital competencies, analytical skills, and innovative capacities needed to thrive in the modern knowledge-driven economy, enhances students' creativity, innovation, and technological proficiency, which are critical for entrepreneurship development, productivity growth, and sustainable national economic development. The study recommended among others that educational policymakers should ensure the integration AI-related concepts into business education curricula.

The curriculum stands as the most fundamental instrument through which a nation articulates its educational philosophy, transmits its cultural heritage, and prepares its citizens for productive participation in society. In the era of artificial intelligence, the curriculum faces a dual imperative: it must simultaneously incorporate AI as a subject of study and deploy AI as a tool for curriculum design, delivery, and evaluation. This paper examines the intersecting relationships between artificial intelligence, curriculum studies, and national development, arguing that AI-mediated curriculum transformation is not merely an educational innovation but a national developmental necessity. Drawing on curriculum theory, development economics, and global educational policy frameworks anchored in research from 2020 onwards, the paper analyses how AI is reshaping curriculum design through data-driven needs analysis, automated content generation, and adaptive sequencing. It explores AI's role in curriculum delivery through personalised learning platforms and AI-driven differentiation. The paper further examines how AI is transforming curriculum evaluation through learning analytics, automated assessment, and evidence-based curriculum review. Critically, the paper interrogates the risks of uncritical AI adoption in curriculum contexts, including the potential erosion of curriculum sovereignty, the marginalisation of indigenous knowledge traditions, algorithmic homogenisation of educational experience, and the ethical risks of data-driven curriculum governance. Strategic frameworks for equitable, contextually appropriate, and ethically governed AI integration in national curriculum systems are proposed. The paper concludes that nations proactively and thoughtfully harnessing AI for curriculum transformation will be best positioned to build the educated, adaptable, and innovative citizenry that 21st-century national development demands.

Integrating Artificial Intelligence (AI) into educational systems generally has become globally imperative, specifically for Technical and Vocational Education and Training (TVET), considering the dynamic nature of the job market demands and the speed at which technology evolves. AI is key to fostering personalized learning, predictive assessment, and curriculum alignment with Industry 4.0 standards. The review showed that Nigeria faces considerable barriers to adopting AI within its TVET landscape, despite mounting evidence that AI can bridge workforce skill gaps, improve employability, and support national development goals. The country grapples with challenges such as limited infrastructure, fragmented policies, insufficient teacher training, and socio-cultural stigmas surrounding TVET programs. And that the adoption of AI in Nigerian for TVET remains fragmented, often descriptive, and lacking in comprehensive synthesis. Key Words: Artificial intelligence, Technical and vocational Education, National Development

Relationship marketing and its effect on customer loyalty of Selected Mobile Phone Companies in Cross River state using service quality and price value as measures to customer loyalty in telecommunication companies communicating in Cross River State. The study explores that, despite inadequate service to customers in the telecommunication industry, customers remain loyal. The methodology used was a survey research design, where cross sectional data was collected in a fair representation of the various mobile phone users and the senatorial constituency of Cross River State North, Central and South respectively were used in the research. The study used Pearson correlation, regression analysis, and reliability test, and variance inflation factor for analysis. Primary data was used for the study. The study found that all the dependents' variables of Service Quality and Price Value are significant to customer loyalty in the telecommunication companies in Cross River State. The study recommends the need for service providers to improve the quality of service given to its subscribers in the sense that all the mobile networks are not meeting the requirement or expectation of customers where they should enjoy more in terms of value for their money.

The study investigated on psychosocial factors predisposing academic adjustment of students' with special needs in Obudu Local Government Area of Cross River State. The study adopted correlational research design for the study. Three research questions from which three hypotheses was drawn was used to guide the study. The study sample comprised of 205 teachers, drawn using stratified sampling technique from a population of 1,351 teachers in 25 public secondary schools in Obudu Local Government Area of Cross River State. The two instruments for data collection was titled: Psychosocial factors Questionnaire (PFQ) with 15 items designed on a 4 point likert type scale and Students with Special Needs Academic Adjustment Scale (SWSNAAS). The validity of the instrument was determined by experts in educationalmeasurement and evaluation. The reliability of two instruments was determined using test re-test method which resulted in a reliability co-efficient of 0.78, 0.81 and 0.95. Data analysis was done using Pearson Correlational Coefficient to test hypotheses at 0.05 level of significance. The result revealed that there is a significant relationship between motivation, family support, self-efficacy and academic adjustment of students with special needs in Obudu Local Government Area of Cross River State. Based on this result, it was recommended that inclusive education should be emphasized with adequate resources to empower, encourage and enhance motivation of students with special needs in the classroom settings.

Artificial Intelligence offers transformative potential for Social Studies education by creating interactive, adaptive, and learner-centered learning environments. AI-powered tools such as intelligent tutoring systems, educational chatbots, learning analytics, and simulations enhance students' understanding of complex social concepts, encourage critical thinking, and foster active engagement. When students perceive these technologies as useful, accessible, and relevant, they are more likely to adopt and benefit from them, improving academic outcomes and promoting self- directed and collaborative learning. Students' perceptions are influenced by digital literacy, access to technological resources, instructional support, and the perceived relevance of AI tools to learning objectives. Conversely, challenges such as inadequate digital infrastructure, limited teacher competence, financial constraints, ethical concerns, and resistance to technological change can hinder effective AI adoption. These barriers are especially significant in developing countries like Nigeria, where schools may struggle with insufficient resources and training. To maximize AI's impact on Social Studies learning, policymakers and educators must ensure equitable access to technology, provide professional development for teachers, and establish ethical guidelines for data privacy and responsible AI use. Addressing these factors will enable the successful integration of AI into educational practices. Overall, AI can enhance Social Studies education by developing digitally competent, critically minded, and socially responsible citizens ready to participate meaningfully in contemporary society.

Due to increasing economic globalization, Nigeria faces a growing need to promote the study of foreign languages. Although French is officially recognized as the second language in Nigeria, it has not received adequate attention in the educational system. This is largely because many students lack the motivation and interest required to learn the language. This study therefore aimed to examine parental attitude as a factor influencing students' motivation and interest in learning French. The study adopted a cross-sectional survey design. Participants consisted of adults identified as parents, who were randomly selected from different locations in Imo State, Nigeria. Data were collected using a self-report questionnaire to assess parents' attitudes toward the French language. The data were analyzed using simple regression analysis. The findings revealed that parental attitude significantly predicts students' motivation and interest in learning French. The study concluded that positive parental attitudes play a crucial role in enhancing students' willingness to learn the language.

The study examined artificial intelligence (AI)���driven pedagogy in social science education and its implications on students and lecturers in tertiary institutions in Cross River State, Nigeria. The investigation was guided by two objectives, two hypotheses and Human Capital Theory. Cross- sectional research design was adopted and data were collected through structured questionnaire. The sample size for the study was 616 respondents determined using Cochran sample size determination technique for an estimated population. Pearson's Product Moment Correlation Coefficient (r) was used to test the hypotheses at a 0.05 level of significance. Findings revealed that a significant relationship existed between AI-driven pedagogy of quality of teaching and learning in social science courses and students and lecturers in tertiary institutions and a significant relationship existed between AI-driven pedagogy of students' critical thinking, civic competence, and employability skills in social science education and students and lecturers in tertiary institutions in Cross River State, Nigeria. The study identified major challenges to effective AI adoption, including inadequate digital infrastructure, limited access to technological devices, insufficient staff training, and unequal access to digital resources. The study concludes that AI-driven pedagogy holds considerable potential for transforming social science education and strengthening the capacity of students and lecturers in Cross River State, Nigeria. It recommends increased investment in digital infrastructure, capacity building for academic staff, and the integration of AI tools into social science curricula to enhance teaching quality, student competence in tertiary institutions.

This study assessed the impact of digital technologies on learning outcomes in Building Technology Education at Federal Polytechnic Offa, Kwara State, Nigeria. The integration of tools such as Building Information Modeling (BIM), Computer-Aided Design (CAD), Virtual Reality (VR), and Artificial Intelligence (AI) has transformed teaching and learning processes; however, empirical evidence on their influence on students' learning experiences, skill acquisition, and career preparedness remains limited. A descriptive survey research design was adopted. The sample comprised 100 Building Technology students of both Higher National Diploma (HND) and National Diploma (ND), including 25 each from ND1, ND11, HND1, and HND11, ensuring representation across levels. Data were collected using a structured 5-point Likert scale questionnaire covering frequency of use, perceived effectiveness, challenges, and career readiness. The instrument was validated and tested for reliability using Cronbach's Alpha, yielding coefficients of 0.81, 0.84, 0.79, and 0.83 across sections, indicating acceptable internal consistency. Data were analyzed using mean and standard deviation. Findings revealed that digital technologies enhance visualization, understanding, and collaboration, although challenges such as limited software access, inadequate training, and infrastructural constraints persist. The study recommends improved access and integration of digital technologies to enhance learning outcomes and industry relevance.

Issues about Artificial Intelligence have taken a centre stage in contemporary society due to the st monumental impact of AI on human society. No doubt, the impact of Artificial Intelligence in 21 century society cannot be overemphasized. From economy to information and communication; from technology to security, and virtually every sphere of life has been affected by AI. One area that has witnessed the highest influence of AI is the educational sector. However, many thinkers are curious about the place of AI in the attainment of quality education, especially in Africa and other developing parts of the world. This paper examined the challenges of Artificial Intelligence (AI) in attaining quality education in Africa. Among other things, AI has a high tendency to raise the quality and st standard of education in 21 century Africa. However, there are notable fears from some scholars that AI could take the place of teachers in the educational arena, water down the culture of hard work, among other setbacks. This study contends that the AI can be properly managed and channeled towards enhancing quality education in Africa. In the final analysis, it was concluded that if the st various challenges surrounding the use of AI in education in 21 century Africa are surmounted, then education would assume a qualitative status.

Digital technology innovations particularly in artificial intelligence (AI) have the potential to significantly benefit agriculture. Agriculture is increasingly being held accountable for ensuring food security and a source of National Development, while also taking into account environmental concerns. AI in Agricultural sector has the potential to face a continuously growing global population while also contributing to achieving the sustainable development goals (SDGS). Global agricultural systems increasingly adopt artificial intelligence (AI) for forecasting, crop monitoring, marketing and pests' detection. This study examines it relevance of AI in relation to Agricultural production, farmers perceptions of the roles of AI in agricultural production, it short coming or skepticism and development skills in agricultural production. It is recommended among others that Nigeria must focus on low-bandwidth and user-friendly. AI tools, alongside strengthening public private partnership improving rural agriculture, and developing supportive policy frame work that will improve rural infrastructure, capacity building and support for local innovation, that can significantly enhance Nigeria food security.

Artificial Intelligence (AI), clearly but arguably, has emerged as a transformative force across various sectors of national economies, with education being one of the most affected. In tertiary education, AI technologies are reshaping teaching, learning, research, and institutional management. This paper examines the role of AI in tertiary education and its contribution to national development in Nigeria. Drawing on relevant literature, the paper discusses conceptual perspectives of AI, its applications in Nigeria tertiary institutions, and the link between AI-driven education and national development. It further highlights challenges limiting effective AI adoption and proposes strategies for leveraging AI to achieve sustainable national development. The paper concludes that while AI offers significant opportunities for improving educational quality and national productivity, deliberate policy frameworks, infrastructure development, and capacity building are essential for its successful integration in Nigeria's tertiary education system.

This paper examines Artificial Intelligence as a catalyst for enhancing Social Science education in Nigeria, with a specific focus on the Federal College of Education (FCE), Obudu as a case study. To achieve this, three research questions and three hypotheses were poised. Adopting a descriptive survey for the study design, the study draws on interviews with lecturers and students, document analysis, and observation of AI-supported instructional practices within FCE Obudu. The population consists1,150 students and lectures of School of Arts and Social Sciences at FCE Obudu. Lecturers (Political Science, Economics, Christian Religious studies, History, Geography, and Social Studies) at FCE Obudu. From the above population, 291 respondents were sampled for the study using stratified random sampling technique. The sample size was determined using krejcie and Morgan formula for sample size. A purposive sampling technique is used to select ICT administrators and key institutional officers for interviews. Data are collected using three primary instruments: structured questionnaires administered to lecturers and students to measure AI usage, digital literacy, teaching effectiveness, and perceived developmental impact; semi-structured interview guides for ICT personnel and academic administrators; and document analysis of institutional ICT policies and curriculum frameworks. The questionnaire items are structured using a four-point Likert scale ranging from Strongly Agree to Strongly Disagree. The findings indicate that AI-driven tools such as intelligent tutoring systems, adaptive learning platforms, data analytics applications, and generative AI technologies significantly enhance critical thinking, research capacity, curriculum delivery, and learner engagement in Social Science disciplines. Furthermore, AI integration supports evidence-based policy analysis, digital literacy, and problem-solving competencies essential for sustainable development in Nigeria. It concludes that AI adoption in Social Science education can strengthen human capital development and contribute meaningfully to Nigeria's sustainable national development agenda.

This study investigated the Effect of Peer Assisted Learning Strategy on Students Locus of Control and Academic Achievement in Reading Comprehension in Okigwe Education Zone of Imo State, Nigeria. The study was guided by two purposes, two research questions and two hypotheses were tested at 0.05 level of significance. The design of the study was a quasi-experimental non- equivalent pretest posttest research design involving one experimental and one control group. The population of the study comprised 4694 Senior Secondary Two (SS2) students. The sample consisted of 152 Senior Secondary Two (SS2) students drawn from four co-educational schools with boarding houses in Okigwe Education Zone of Imo State. Two instruments used for the study were "Reading Comprehension Achievement Test (RCAT) and Student Locus of Control Scale (SLOCS). These were validated by experts and used for data collection. Mean and standard deviation were used to answer the research questions, while Analysis of Covariance (ANCOVA) was used to test the null hypotheses at 0.05 level of significance. The findings of the study among others showed that the treatment (Peer assisted learning strategy) had significant effect on students' locus of control when learn treading comprehension using Peer assisted learning strategy (PALS) than the conventional learning strategy. The treatment (Peer assisted learning strategy) had significant effect on students' achievement in reading comprehension. Based on these findings, conclusions were drawn and educational implications discussed. Among others, it was recommended that students should be made to understand their uniqueness, this could be achieved when an innovative learning strategy is used during classroom instruction. 2

This study investigated the effectiveness of an AI-powered language translation system on the academic performance of secondary school students in Mbaitolu Local Government Area, Imo State. A quasi-experimental, non-randomized pretest���posttest control group design was employed. Three research questions and three hypotheses were formulated for the study. The population of the study comprised 1200 secondary school students who were purposively selected. The sample size was 129 senior secondary students (N = 129). A standardized instrument titled Standardized Academic Test (SAT), which contained 30 multiple-choice questions, was used to elicit information from the respondents. And the instrument was administered by the researchers. The instrument's reliability coefficient of 0.77 was determined using the Kuder-Richardson 21 method. Data were analyzed using both descriptive statistics (mean and standard deviation) to answer research questions, while hypotheses were tested using. Analysis of Covariance (ANCOVA) and Two-way ANOVA at 0.05 level of significance. The findings revealed that students exposed to lessons supported with AI translation tools performed significantly better than their counterparts taught using the conventional English-only instructional approach. The AI-powered system enhanced comprehension, reduced the cognitive burden associated with second-language learning, and allowed learners to grasp subject-specific concepts more effectively by bridging the gap between English and their indigenous language. Based on the findings of the study, it was recommended, among others, that the Ministry of Education and school management boards should organize regular workshops and training programs to equip teachers with the necessary digital literacy skills to effectively use AI-powered translation systems.

The rapid advancement of artificial intelligence (AI) has introduced transformative possibilities across multiple sectors, with science education emerging as a critical domain for leveraging AI to drive national development. This study examines the role of artificial intelligence in enhancing science education and its broad implications for sustainable national growth. AI technologies such as intelligent tutoring systems, adaptive learning platforms, virtual laboratories, and data- driven assessment tools are increasingly reshaping how scientific knowledge is delivered, accessed, and applied. In science education, AI enables personalized learning experiences, improves conceptual understanding of complex scientific phenomena, supports inquiry-based learning, and enhances learners' problem-solving and analytical skills. These improvements contribute to the development of a scientifically literate workforce equipped with the competencies required for innovation, industrial advancement, and evidence-based decision- making. From a national development perspective, the integration of AI into science education strengthens human capital development, fosters research and technological innovation, and supports economic diversification in knowledge-driven economies, improving access to quality science education, particularly in developing nations, AI has the potential to reduce educational inequality and bridge skill gaps that hinder national progress. Furthermore, AI-supported science education aligns with national priorities in areas such as healthcare, environmental sustainability, energy, agriculture, and entrepreneurship. The effective deployment of AI in science education also presents challenges, including infrastructural limitations, ethical concerns, data privacy issues, and the need for teacher capacity building. Addressing these challenges requires coherent policies, strategic investments, and collaboration among governments, educational institutions, and technology developers. This study concludes that artificial intelligence, when thoughtfully implemented within science education systems, serves as a powerful catalyst for national development by nurturing innovation, enhancing educational quality, and promoting long-term socio-economic development.

Artificial Intelligence (AI) is rapidly transforming educational systems and reshaping the global knowledge economy. In higher education, AI technologies such as machine learning, natural language processing, intelligent tutoring systems, and data analytics are enhancing teaching, learning, research, and institutional management. This paper examined the integration of artificial intelligence into tertiary education and its implications for national development. The study explored how AI-driven educational innovations can improve teaching effectiveness, personalize learning experiences, support research productivity, and develop a technologically competent workforce capable of driving economic growth. It also discussed the challenges associated with AI adoption in tertiary institutions, including infrastructure limitations, digital skill gaps, ethical concerns, and policy constraints. The paper concludes that effective integration of AI in tertiary education can strengthen human capital development, foster innovation ecosystems, and enhance national competitiveness in the digital economy. Strategic investment in digital infrastructure, curriculum redesign, capacity building, and policy frameworks is recommended to maximize the developmental benefits of AI-enabled higher education.

This study examined Artificial Intelligence-driven media literacy among young adults and its implications for democratic development in Akwanga Local Government Area, Nasarawa State, Nigeria. The rapid integration of Artificial Intelligence (AI) into digital communication platforms has significantly transformed how young adults access, interpret, verify, and disseminate information. While AI-powered media platforms provide opportunities for enhanced civic awareness, critical thinking, and political participation, they also expose users to algorithmic bias, misinformation, and digital manipulation, thereby raising concerns about democratic engagement. The study adopted a descriptive survey research design. The population comprised 120,000 young adults aged 18���35 years in Akwanga LGA, while a sample size of 400 respondents was determined using the Taro Yamane sampling formula and selected through multistage sampling technique. Data were collected using a structured questionnaire titled Artificial Intelligence-Driven Media Literacy and Democratic Development Questionnaire (AIMLDDQ), validated by experts in Communication and Social Science Education. The instrument yielded a reliability coefficient of 0.84 using Cronbach Alpha. Data were analyzed using mean scores, standard deviation, and Pearson Product Moment Correlation to answer research questions and test hypotheses at 0.05 level of significance. Findings are expected to reveal that AI-driven media literacy significantly enhances young adults' critical evaluation of digital content, strengthens resistance to misinformation, and positively influences civic consciousness and democratic participation in Akwanga LGA. However, concerns relating to digital inequality, ethical use of AI, and algorithmic manipulation may limit its democratic benefits. The study recommends targeted digital literacy education, responsible AI governance, and youth-centered civic media engagement initiatives to promote sustainable democratic development in Nigeria.

This study examines how Artificial Intelligence (AI) is driving innovation in arts education and what that means for national development. It dives into how AI tools, like generative systems, adaptive learning platforms, and smart tutoring assistants, are being woven into the curricula for visual, digital, and performing arts. By employing a qualitative approach that includes documentary analysis and comparative case studies, the research leans on Technological Determinism and Constructivist Learning Theory to illustrate how AI is transforming teaching methods and student engagement. The findings reveal that AI boosts creativity, fosters personalized learning, enhances digital literacy, and broadens access to artistic resources, all of which help strengthen creative industries and contribute to national growth. However, challenges such as infrastructure gaps, limited teacher capacity, ethical dilemmas, and inconsistent policies are obstacles to effective implementation in developing regions. The study suggests that focused investments, curriculum updates, and teacher training are essential to harness AI's potential in arts education fully.

Artificial Intelligence (AI) is increasingly recognized as a transformative force in science education and a strategic driver of national development, particularly in the context of climate change and sustainability. This paper examines how the integration of AI into science education systems can enhance national capacity to respond effectively to climate-related challenges. The paper argues that AI-enabled science education strengthens human capital development by equipping learners with advanced analytical, computational, and problem-solving skills necessary for understanding complex environmental systems. Through the application of machine learning, data analytics, and predictive modeling, students and researchers are better positioned to contribute to climate change mitigation, adaptation, and sustainable resource management. The paper further explores the role of AI-integrated science education in supporting innovation, evidence-based policymaking, and the growth of green and digital economies. Attention is also given to ethical, equity, and governance issues, including data privacy, algorithmic bias, and unequal access to AI technologies which may influence the sustainability outcomes of AI-driven development. By synthesizing perspectives from education, technology and environmental policy, this paper highlights the need for coherent national strategies that align AI education initiatives with climate action plans and sustainable development goals. The paper concludes that strategic investment in AI-enabled science education is essential for fostering climate resilience, environmental sustainability, and inclusive national development.

Technology continue to revolutionize thereby introducing new technological approaches which targets improving human existence. One of such technological evolutions is artificial intelligence. Artificial intelligence in all its ramifications is aim at aiding human activities. This is spreading to all facets of human endeavors such as education, agriculture, healthcare, industries and hospitality among others. This study brings to lime light the role of artificial intelligence in improving ceramic art as an agent of national development. The study presents artificial intelligence as an instructor that guides the fabrication of gas burners for ceramic kiln. The study indicates how Ceramic wares were successfully fired in a ceramic gas kiln using the artificial intelligence guided fabricated burners. With this level of success, the study viewed ceramics as having the potentials of generating employment and income for individuals, reducing unemployment, increasing the nation's gross domestic product, raising the standard of living of individuals and the society in general, thus contributing to national development. This study recommends that other areas of ceramic art and ceramic industry can integrates artificial intelligence for improved performance and higher contribution to national development. Key words: Artificial intelligence, fabrication, burners, kiln, ceramics

Technology and digital media have become important in contemporary arts education, reshaping how teaching and learning are carried out in Nigeria. This paper argues that the integration of digital tools such as projectors, laptops, smartphones, and multimedia platforms has improved the delivery of arts education by making learning more interactive, practical, and engaging. It also highlights that these tools expand creative expression, increase access to global artistic resources, and enable students to showcase their work beyond local boundaries. From a constructivist perspective, learning is enhanced when students actively engage with knowledge, and digital technologies support this process by encouraging collaboration and hands-on participation in creative activities. However, despite these benefits, challenges such as poor infrastructure, high cost of digital devices, weak internet connectivity, and limited digital literacy continue to hinder effective adoption, particularly in under-resourced schools. The paper concludes that while technology has positively transformed arts education, its impact remains uneven due to existing structural limitations. It therefore recommends improved investment in digital infrastructure, continuous training for educators, and targeted support for disadvantaged institutions to ensure equitable access to digital learning opportunities.

The integration of Artificial Intelligence (AI) in language has transformed the way we learn and teach language offering unprecedented opportunities for national development. The paper explores the impact of AI in language education and national development, highlighting the potential benefits and challenges of AI powered Language learning tools. AI driven language learning platforms, virtual assistants and chatbots have made language education more accessible, prominence, personalized and engaging. These tools can help address the shortage of language teachers, resources and infrastructure particularly in developing countries like Nigeria. Moreover, AI-powered language education can enhance language proficiency, cultural comprehension and communication skills, essentially for global competitiveness and national development. However, the adoption of AI in language education also raises concerns about job displacements, bias and data privacy. This papers argues that policy makers, educators and stakeholders must collaborate to harness the potentials of AI in language while addressing these challenges. While language is seen as the tool with which human beings express their feelings and communicate effectively with one another, AI still played a vital role for language education and national development. This paper concludes that AI ��� powered language education can drive national development by improving language proficiency, promoting cultural exchange and promoting economic opportunities. To achieve this, Nigeria must invest in AI infrastructure, develop AI literacy among educators and create policies that support the integration of AI in language education.

Traditional teaching methods in English language that are used universally though effective in many contexts are becoming insufficient for today's classrooms which are characterized by discordance in learning styles, capabilities and exposures to technology advancements. The realm of education is witnessing a transformative integration with Artificial Intelligence (AI) and central to the formative integration is the emergence of Personalized Learning. Harnessing AI- Personalized learning in English language teaching and learning present substantial benefits such as enabling learners adopt to individual user needs, providing immediate feedback. This paper explores the potentials of AI- Personalized learning in enhancing English language learning and promote active learning thereby adjusting to individual learners pace, style and proficiency level. This paper also discusses the challenges and implementation strategies including teacher capacity building, infrastructural development. Education is becoming more interwoven with digital innovations, therefore understanding AIs role in personalized learning becomes essential as this would rid of all challenges thereby making education more effective and engaging.

This study assessed the utilization of internet services among students federal college of education, Obudu, Cross River State, Nigeria. The study adopted a survey design. The population of the study was two thousand and three hundred (2300) students. Seventy two (72) respondents were sampled. Random sampling technique was used in the selection of the 72 students which constituted the sample of the study. A 20-item questionnaire titled Internet Services Utilization Questionnaire (ISUQ)validated by experts and its Cronbach Alpha estimate was 0.77was used for data collection. The data were analyzed using frequency, percentages, mean, standard deviation, and t-test statistical technique. The results revealed that majority of the respondents agreed that availability of internet infrastructure on campus is a significant factor. Also, most of the respondents agreed that students feel internet has a direct influence on their overall learning experience, and that students experience technical issues that hinder their ability to use the internet services for their educational purposes. The study concluded that a significant number of students have access to internet services. It was recommended that government should provide funding for the development of telecommunications infrastructure in federal college of education, Obudu.

Evolving from the ideas of Alan M. Turing and his colleagues in computer design who worked on the analogy between the human brain and the computer in the 1940s and early 1950s, Artificial intelligence (AI) has permeated many disciplines. This paper x-rays the concept of AI and its branches, dwelling on the role of AI in education and national development (AIEDND). In this review paper, insights have been sought into three critical questions: (1) How does artificial intelligence contribute to teaching, learning and research? (2) How does artificial intelligence contribute to national development? (3) What are the challenges of the use of AI in education and national development? The extensive literature review followed by the content analytical review of some research articles reveals a plethora of AI applications in education and national development, encompassing those for adaptive learning and personalized tutoring, intelligent assessment and management, profiling and prediction, and emerging products. The paper also examines the adoption, impacts, and challenges associated with AIEDND. In summary, this research offers valuable insights for interested scholars to comprehend the current state of AI applications in education and national development (AIEDND) and to identify future research opportunities in this dynamic field.

Artificial intelligence (AI) national strategies provide countries with a framework for the development and implementation of AI technologies. The approach of AI national strategies differentiates between developed and developing countries in several aspects including scientific research, education, talent development and ethics. The rapid growth of Artificial Intelligence (AI) presents both significant opportunities and challenges for developing countries like Nigeria. A well structured policy framework is crucial to maximize the benefits of AI while mitigating its risks. This paper proposes a comprehensive AI policy framework emphasizing the need for robust infrastructure, education and training programmes, capacity building, ethical governance to ensure fairness in transparent in AI applications.

Technology has permeated all aspect of human endeavors. One of the most powerful and recent advancements in technology is the Artificial Intelligence (AI). AI is reshaping all spheres of lives: education, arts, music, language, engineering, medicine and so on. This paper examines the role of AI in education in Nigeria, while noting the prospects and challenges for a smooth integration of the technology in the Nigerian educational space. The paper averred that persuasive use of AI is capable of transforming teaching, learning and evaluation techniques in the educational sector in such a dimension that the untold benefits could ultimately lead to Nigeria's national development.

This study investigated the effect of AI-focused professional development on teachers' pedagogical effectiveness and students' Mathematics achievement in Ogoja Education Zone, Cross River State, Nigeria. Using a quasi-experimental design, 100 teachers and 200 SS1 students were divided into trained and untrained groups. Data were collected through the Teacher Pedagogical Effectiveness Questionnaire (TPEQ) and a Mathematics Achievement Test (MAT), with Cronbach's Alpha reliability index of 0.79 and Kuder-Richardson Formula 20 (KR-20) reliability index of 0.75, respectively. Results showed that trained teachers demonstrated higher pedagogical effectiveness (M = 4.12, SD = 0.40) than untrained teachers (M = 3.78, SD = 0.54), while their students achieved better scores (M = 72.4 vs. 68.7). One-way ANOVA confirmed statistically significant differences (p < 0.05), though with small effect sizes. The findings suggest that AI-based training improves instructional quality and student outcomes, highlighting its value for educational development in semi-urban Nigerian contexts.

Artificial Intelligence (AI) is increasingly transforming educational systems globally, offering innovative approaches to improving teaching, learning and educational management. In Nigeria, persistent challenges such as poor educational quality, limited access and infrastructural deficits continue to hinder national development. This paper critically examines the role of AI in enhancing educational quality and its implications for sustainable national development in Nigeria. It also explores AI applications in personalized learning, intelligent tutoring, teacher development and educational administration. Despite its potential, challenges such as digital divide, inadequate infrastructure, policy gaps, and ethical concerns remain significant. It was concluded that strategic investment, policy reforms, and capacity building are essential to maximize the benefits of AI in Nigeria's education sector.

Artificial intelligence is a promising technology that has the potentials of change many facets of the educational system including playing a significant role of actualizing sustainable national development. The incorporation of Artificial Intelligence (Al) in educational management has generally enhanced administrative efficiency, data-driven decision-making, and personalized learning. However, its rapid integration raises ethical challenges concerning fairness, transparency, privacy, and accountability. The paper develops a conceptual review for Artificial intelligence, educational management, AI in educational management, and explores applicability of Al in educational management. The paper emphasizes the importance of fairness and non-discrimination of Al decisions, protection of personal data, and human-centered approaches in decision-making processes. The paper also argues that for Al to be sustainable and trusted in educational systems. It concludes by offering practical suggestions to guide educators, policymakers, and developers to adopt ethical standards that safeguard the rights and dignity of all stakeholders, aligned with core educational values.

This study investigated the effectiveness of physics software in enhancing the academic performance of secondary school students in Physics in Oredo Local Government Area of Edo State, Nigeria. The study adopted a quantitative research approach. Four research questions were formulated to guide the study, alongside two corresponding null hypotheses. A sample of one hundred and twenty (120) senior secondary school students�comprising 60 males and 60 females�was randomly selected from four public secondary schools in the study area. Data were collected using a Physics Achievement Test (PAT) and analyzed using mean, standard deviation, and independent samples t-test. The findings revealed that students exposed to physics instructional software demonstrated significantly higher academic performance, particularly in physics concepts such as mechanics and electricity, compared to those taught using conventional teaching methods. Consequently, the null hypothesis on the effect of physics software on students' academic performance was rejected. The study further showed that gender had no significant influence on the academic performance of students taught Physics using software-based instruction. Thus, the hypothesis which stated that there would be no significant difference between the performance of male and female students taught Physics using software was retained. The study concludes that integrating physics software into classroom instruction enhances students' understanding and performance and recommends its adoption in secondary school Physics teaching.

The study investigated relationship between utilization of artificial intelligence (AI) and management of public universities in Cross River State, Nigeria, for national development. The study was guided by two research questions and two hypotheses were formulated and tested at 0.05 level of significance. The study adopted correlation research design. The population of the study consisted of 3,785 staff in two public universities in Cross River State, Nigeria. A sample of 400 staff was selected using simple multi-stage sampling procedure. Two 15-items questionnaires titled �Utilization of Artificial Intelligence Questionnaire (UAIQ)� and �Management of Public Universities for National Development Questionnaire� (MPUNDQ)' were used for data collection. The questionnaires were structured on four point rating scale of Strongly Agree (SA)=4, Agree (A)=3, Disagree (D)=2 and Strongly Disagree (SD)=1. The questionnaires were trial tested on 30 staff using Cronbach Alpha statistic and reliability coefficients of its 0.93 for UAIQ and 0.95 for MPUNDQ were obtained. The data collected were analyzed using simple Pearson Product Moment Correlation to answer research questions and test the null hypotheses. The findings of the study showed that there is strong positive significant relationship between utilization of artificial intelligence (AI) and management of public universities in Cross River State, Nigeria. The study concluded that improved utilization of AI brings about improvement in the management of public universities thereby leading to achievement of national development. The study therefore concluded that public universities should strengthen utilization of AI particularly in the areas of personnel administration and instructional practices in order to enhance achievement of national development in Nigeria.

Artificial Intelligence (AI) is transforming education globally, creating opportunities to redesign curricula that equip learners with digital, cognitive, and ethical skills essential for national development. In Nigeria, recent educational reforms have integrated AI, coding, and computational thinking into the national curriculum to prepare students for technology-driven industries and a globalized economy. This paper examines the role of AI in curriculum education and its contribution to Nigeria's national development. It discusses policy initiatives by the Federal Ministry of Education, curriculum revisions by the Nigerian Educational Research and Development Council (NERDC), and teacher capacity development guided by the Teachers Registration Council of Nigeria (TRCN). Implementation strategies, including curriculum integration, learner-centered pedagogy, and practical AI applications, are explored. The study identifies key challenges such as inadequate infrastructure, limited teacher preparedness, funding constraints, and digital inequity, while emphasizing the importance of ethical frameworks for AI usage. Findings suggest that AI curriculum enhances critical thinking, problem-solving, creativity, and technological literacy, fostering innovation, youth empowerment, and economic diversification. The paper concludes that sustainable AI curriculum implementation requires continuous teacher training, investment in digital infrastructure, ethical monitoring, and publicprivate collaboration. Based on these insights, practical recommendations are proposed for policymakers, educators, and stakeholders to ensure equitable and effective AI adoption in schools.

Currently, teaching and learning has been shifted from traditional approach to modern approach due to globalization and influence of technology in day to day activities. Therefore, the application of artificial intelligence has become a fundamental key in transforming classroom activities that has generated educational reforms in Nigerian education system at all levels including tertiary education. This study seeks to examine the impact of the application of artificial intelligence in teaching and learning in Colleges of Education in Kano state. Three research objectives with corresponding research questions were raised to guide the study. A Descriptive Survey Design was employed involving three hundred and ninety (390) respondents (300 students and 90 lecturers) through multi stage sampling technique. A researcher's made structured questionnaires were used for data collection. The reliability coefficient was established using Cronbach's Alpha method and the value obtained was 0.84 and 0.81 respectively. Frequency counts, Mean and Standard Deviation were the statistical tools used to analyze the data. The results of the study revealed that insufficient funds, poor skills and competencies as well as epileptic power supply are the major challenges facing the application of artificial intelligence in teaching and learning in colleges of education. Therefore it is recommended among others, that education should be fully funded, while lecturers should be given sufficient training on how to apply artificial intelligence to enhance effective instructional delivery in the 21st century.

Assessment analytics has emerged as a transformative approach in education, leveraging data driven insights to enhance teaching, learning, and institutional decision-making. This paper examines the concept, components, applications, benefits, and challenges of assessment analytics, highlighting its potential to shift educational evaluation from traditional, summative assessment toward continuous, evidence-based, and learner-centered practices. By systematically collecting, analyzing, and interpreting student performance and behavioral data, assessment analytics enables personalized learning, early identification of at-risk learners, curriculum improvement, and professional development for educators. Key components include data collection, storage and management, processing, analysis, interpretation, and reporting, all of which work together to convert raw educational data into actionable insights. Despite its advantages, the implementation of assessment analytics faces challenges, including data privacy concerns, algorithmic bias, technological infrastructure limitations, equity issues, and the need for teacher preparedness. The paper concludes with recommendations for ethical, effective, and sustainable use of assessment analytics in educational settings, emphasizing the integration of AI insights with human judgment. By adopting assessment analytics thoughtfully, institutions can foster improved learning outcomes, enhanced instructional quality, and a more responsive and inclusive educational system.

This paper examines the role of artificial intelligence (AI)-driven social education in enhancing human capital development and improving labour market productivity in Nigeria. The study is structured into key sections, including an introduction to the concept of AI in education, a review of global trends and lessons, an analysis of Nigeria's education and labour market landscape, and a sectoral assessment covering agriculture, manufacturing, and the information and communication technology (ICT) sector. It further explores the opportunities and challenges associated with AI adoption in Nigeria's education system, particularly in relation to skills gaps, digital divide, and the dominance of the informal sector. The findings reveal that while AI-driven education has the potential to personalize learning, improve skill acquisition, and align education with labour market demands, its effectiveness in Nigeria is constrained by infrastructural deficits, limited digital literacy, and weak institutional frameworks. The paper argues that without deliberate policy action, the benefits of AI in education may remain unevenly distributed, thereby exacerbating existing inequalities. The study recommends the development of a comprehensive national AI-in-education policy to standardize adoption and ensure equitable access, alongside increased investment in digital infrastructure to support inclusive implementation. The paper concludes that strategic integration of AI into Nigeria's education system can significantly enhance workforce productivity and support sustainable economic development.

The algorithmic curation of public discourse by artificial intelligence has fundamentally restructured the public sphere into digitally mediated environments where information flow, opinion formation and civic engagement are increasingly shaped by systems optimized for engagement rather than democratic values. This paper argues that a profound civic AI literacy gap has emerged, leaving citizens vulnerable to manipulation, unable to exercise informed consent and excluded from governing technologies that shape their civic lives. Drawing on existing literacy frameworks, the paper develops a multidimensional model of civic AI literacy encompassing three core dimensions: technical understanding of how AI systems function and shape information environments; critical evaluation skills for assessing AI-generated content and identifying manipulation; and ethical-participatory awareness for democratic stewardship of technological systems. The paper demonstrates that systematic AI literacy education is feasible and adaptable across diverse national contexts. Based on these findings, the paper proposes a multi-tiered implementation strategy integrating civic AI literacy into formal education curricula across all levels, community-based lifelong learning programs and public policy frameworks that mandate platform transparency and democratic accountability. The paper concludes that without systematic education about AI's role in shaping discourse, citizens cannot meaningfully participate in, critique or steward the digital environments essential to 21st-century democracy, making AI literacy not merely an educational reform but an urgent investment in democratic resilience.

Tertiary education is the pivot of manpower training and national development in any country and it is expected that the integration of artificial intelligence (AI) in higher education would not only boost teaching and learning but also enhance administrative efficiency in Nigeria's higher institutions of learning. However, the challenges in reaping the benefits inherent in its adoption in a developing nation like Nigeria are quite enormous. Adopting a comprehensive review of existing literature this paper is a qualitative research which explored the relevance of artificial intelligence in Nigeria's tertiary institutions with respect to national development objectives. Specifically, this paper explored the impact of artificial intelligence on effective students learning, implementation of quality instruction and administrative efficiency. It also examined the hurdles in the adoption of artificial intelligence and how they can be managed to promote national development. The paper concluded that the adoption of AI platform in tertiary institutions of learning would act as a catalyst to national development in Nigeria. Finally, the paper recommended that Nigerian governments at state and federal levels should ensure adequate funding of tertiary institutions for the integration of artificial intelligence in all public tertiary institutions in Nigeria.

This paper explores Negative Impact of ASUU Strike on students' academic performance in tertiary institutions. The negative impact of strike action usually pose a lot of negative effects on the student's academic performance. This is because the period that should been used to teach the students is spent at home all in the name of strike. This makes it impossible to cover the course work at the end of the semester, the students come out of school with lesser knowledge than they ought to have acquired, thereby making it very hard for them to compete with their counterparts that finished from private schools. The comparative assessment on negative impact of ASUU strike includes: disruptions of the academic calendar, exclude institution from global collaboration, degrade education quality, prolong course duration, affect students mental health, and impose financial burden on parents. The research design used was survey. The sample for the study was hundred (200) students, across two Federal and two State University. The instrument used in this study was Likert Scale, agree, disagree and strongly disagree. The data collected via questionnaires and analysed using Mean and Standard Deviation. The findings of this research are expected to contribute to policy discussion on the negative impact of ASUU strike on students' academic performance in tertiary institutions in Nigeria. By providing empirical data on the role of the government. This study offers practical recommendations that condition of service and working environment in tertiary institution should be improved by government to enhance the dignity of labour for the staff, cordial relationship and effective measures should be put on ground by government, Academic Staff Union of Universities (ASUU), Nigeria Labour Congress (NLC), Nigerian Union of Teachers (NUT) etc. to check incessant strike action in the educational system.

The integration of Artificial Intelligence (AI) into educational administration has become a transformative trend in modern school management. This paper examines the implementation of AI-driven school management systems in secondary schools in Cross River State, highlighting the associated challenges and opportunities. AI- driven systems are designed to automate administrative tasks, analyze large volumes of data, support data-driven decision-making, monitor student performance, optimize resource allocation, and enhance communication among stakeholders. The study identifies key opportunities such as improved administrative efficiency, personalized learning support, early intervention for at-risk students, and enhanced transparency in school operations. However, it also highlights challenges including high implementation costs, inadequate technological infrastructure, limited technical expertise among school staff, data privacy concerns, and resistance to change. The paper further outlines strategies for effective implementation, including infrastructure development, capacity building, stakeholder engagement, phased deployment, system integration, continuous monitoring, and ethical governance. The findings suggest that, when effectively implemented, AI-driven school management systems can significantly improve administrative efficiency, educational quality, and learning outcomes in secondary schools. The study concludes that embracing AI technologies offers a strategic pathway for modernizing school administration and enhancing the overall educational experience in Cross River State.

This study investigated pre-service teachers' preparedness for integrating artificial intelligence (AI) tools in teaching across Colleges of Education in Bauchi State. Three research objectives and three corresponding research questions guided the study. The descriptive survey research design was adopted. The population comprised all 356 NCE III pre-service teachers offering educationrelated courses in the three Colleges of Education in Bauchi State. Using Krejcie and Morgan's table for sample size determination, a sample of 186 pre-service teachers was selected to participate in the study. A structured questionnaire titled "Pre-Service Teachers' Awareness and Knowledge for AI Integration Questionnaire (PTAAIQ)" served as the main instrument for data collection in the study. The instrument was validated by experts in educational technology and measurement and evaluation. Data collected were analyzed using mean and standard deviation with the aid of SPSS version 23. Findings revealed that pre-service teachers demonstrated a high level of awareness of common AI tools for teaching. However, their knowledge of AI functionalities and pedagogical uses was found to be moderate. The study further showed that preservice teachers possessed low practical competence in using AI-based educational tools due to limited hands-on experience. The study concludes that although awareness of AI is relatively high, insufficient knowledge depth and weak practical skills limit effective integration into classroom instruction. It is recommended that Colleges of Education provide structured AI literacy courses, expand opportunities for hands-on practical training, and equip institutions with relevant AIsupported technologies to enhance pre-service teachers' preparedness for AI-driven teaching. Keywords: Artificial Intelligence (AI); Pre-service Teachers; Awareness; Knowledge; Practical Competence; AI Integration.

This paper examines the integration of artificial intelligence in tertiary education and its implications for national development, with a particular focus on Nigeria. Drawing on recent literature and global policy developments, it defines artificial intelligence as computational systems that support personalized learning, adaptive assessment, institutional management, and research processes. It presents tertiary education as a key driver of human capital development, technological progress, and socio-economic transformation, and explains how the careful adoption of artificial intelligence can strengthen these functions. The paper identifies several opportunities. These include personalized and inclusive learning at scale, improved quality assurance and administrative efficiency, increased research productivity, and stronger graduate employability through artificial intelligence literacy and digital skills. In this way, tertiary institutions function both as users of artificial intelligence tools and as centers for developing artificial intelligence knowledge within national innovation systems. However, the paper also examines significant risks, especially in settings marked by weak infrastructure and limited regulatory capacity. Key concerns include data privacy and security vulnerabilities, algorithmic bias and digital exclusion, threats to academic integrity associated with generative systems, and potential disruptions to professional roles within and outside universities. The paper maintains that artificial intelligence is neither inherently beneficial nor harmful. Its contribution to national development depends on clear regulation, ethical safeguards, institutional preparedness, and sustained investment in infrastructure and human capacity. It concludes by recommending policy measures 166 Vol. 13, No. 1, May 2026, p166-175, ISSN: 699-3-7 THE NIGERIAN EDUCATOR, APeter Eje Ogar; Innocent Angiating Utubaku & Moses Attah Utu-Baku Harnessing Artificial Intelligence in Tertiary Education For National Development: Opportunities, Risks and Policy Directions Vol. 13, No. 1, May 2026, p166-175, ISSN: 699-3-7 https://www.thenigerianeducator.com/

This study investigated the influence of Artificial Intelligence (AI) tools on the teaching of Business Education in Federal College of Education (FCE) Obudu. The research adopted a descriptive survey design. The population consist of 27 teaching staff. Census sampling techniques was adopted in the study. A structured questionnaire was used to collect data from 27 Business Education lecturer. The questionnaire focused on teachers' awareness of AI tools, their utilization in instructional practices. 3 experts validated the instrument. Data were analyzed using descriptive statistics, including mean scores. The findings revealed that teachers' awareness of AI tools significantly enhances their ability to integrate technology into lesson delivery, while the utilization of AI tools improves teaching effectiveness, student engagement, and understanding of complex business concepts.it was recommended that Provision of regular training and workshops for teachers on the use of Artificial Intelligence tools in teaching Business Education, provision of adequate technological infrastructure such as computers, AI software, and reliable internet facilities in FCE Obudu. Integration of Artificial Intelligence tools and digital teaching strategies into the Business Education curriculum.

The evolving integration of Artificial Intelligence (AI) into education systems presents significant opportunities for transforming teacher education and strengthening national development outcomes. This paper examines the extent to which AI-enabled pedagogical practices in teacher education institutions contribute to human capital formation and national competitiveness. Guided by Human Capital Theory and the Diffusion of Innovation framework, the study conceptualizes AI integration as a systemic pedagogical shift that enhances competency development, instructional efficiency, and workforce preparedness. A cross-sectional survey design was employed, targeting teacher educators and pre-service teachers across institutions. Data were collected using a structured and validated questionnaire measuring AI adoption, pedagogical innovation, digital competency development, institutional readiness, and perceived national development outcomes. Descriptive statistics, correlation analysis, and multiple regression techniques were used to analyze the data. Findings suggests that AI-enabled instructional practices such as adaptive learning systems, AI-supported assessment, and intelligent content generation are positively associated with enhanced digital skills, critical thinking, and instructional effectiveness. AI integration significantly predicts perceived improvements in human capital quality and national competitiveness. However, infrastructural limitations, insufficient training, and policy inconsistencies moderate these effects. The study provides empirical evidence linking pedagogical transformation in teacher education to broader development objectives and underscores the need for strategic policy alignment and capacity-building to maximize the national benefits of AI integration.

It is a well known fact that education always has a close association with knowledge and information, with communication of the learners and the educators. Formal education which started in our country with the Teacher solely giving learning to the students has gradually changed. Schools, colleges and universities were established; self-learning has also been introduced; Massive Open Online Courses (MOOC) has been introduced as well. With the course of time, educational systems has developed better output resulting in the present day emergence of Artificial Intelligence and its use in the field of education as well as in Guidance and Counseling (Saha and Mete 2017). The incorporation of Artificial Intelligence (AI) into guidance and counseling within the education sector is a life changing development, playing a very significant role in fostering national development by optimizing human capitals. This is a unique opportunity as well as a real responsibility for Counselors in the educational enterprise that are collectively faced with threshold challenges in the field of education to brace up to the new demands. Artificial Intelligence (AI) is rapidly transforming various sectors, including education and national development. In the realm of guidance and counseling, AI offers the potential to transform the way students receive support. This study, artificial intelligence in guidance and counseling identified virtual counselors, emotional intelligence and career guidance as some of application of AI in guidance and counseling in schools. Benefits of AI in counseling, such as improved accessibility, early intervention, and data-driven insights will also be identified. The integration of Artificial Intelligence (AI) into the field of guidance and counseling will presents a significant opportunity to revolutionize students' support services in schools. This study also suggest that, educational institutions should invest in the provision of AI infrastructure, which include data storage, processing power, and cyber security measures to facilitate the application of AI in school counseling. By so doing, AI can be used to improve students' academic success and well-being. In areas where there is shortage of man power in the system, AI-driven tools such as chat-bots, predictive analytics, and virtual reality are being adopted to address the shortage of trained counselors and improve students' outcomes in academic, social, and psychological domains. Vol. 13, No. 1, May 2026, p195-199, ISSN: 699-3-7 195 THE NIGERIAN EDUCATOR, Abuato Promise Egrami; Ajie Imaobong Gospel & Stella Nke Artificial Intelligence in Guidance and Counselling: Implication for National Development Vol. 13, No. 1, May 2026, p193-197, ISSN: 699-3-7 https://www.thenigerianeducator.com/

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.

Artificial intelligence (AI) is transforming educational management by enhancing administrative efficiency, optimizing resource allocation and enabling personalized learning, which acts as a catalyst for national development through improved human capital. By integrating AI in planning, data analysis, and decision making, institutions can boost competitiveness reduce operational costs, and foster sustainable development. This paper explores the role of AI in educational management, high lighting its applications, benefits, and challenges. It examines how AI can improve administrative tasks, student outcomes and decision-making processes, ultimately contributing to national development. The paper concludes by discussing the need for policymakers, administrators and educators to develop AI enabled strategies that foster a digitally transformed education system, equipping citizens with the skills required for a rapidly changing world.

Artificial Intelligence (AI) is bringing a transformative innovation in all aspect of human endeavors but adaptation to this new innovation has been a serious challenge especially for developing countries like Nigeria. AI is playing essential role in workplaces, Education especially as it concerns teaching and learning, businesses and in the entertainment industry. In the modern world many are conceiving AI as a technological tool that enhances changes, and lead to efficiency in handling certain tasks while other perceived Artificial Intelligence (AI) as a discouragement to a genuine human Intelligence in exchanging information, teaching methods learning approaches, scientific research and evaluation of information among other things. The paper discusses the roles of AI, the prospects, limitation and potential challenges of incorporating the use of AI into Tertiary Education System. The paper concludes that regardless of all the limitation characterizing AI, it benefits Tertiary Education and lead to national development in Nigeria.

This study examined the impact of Artificial Intelligence (AI) on Religious Studies education and its contribution to national development in Plateau State, Nigeria. Specifically, it explored the extent of AI adoption, its effect on teaching effectiveness, student learning outcomes, research productivity, and the broader influence on national development indicators, including peacebuilding, ethical leadership, digital literacy, and civic responsibility. The study adopted a descriptive survey research design with correlational and explanatory components. The population comprised 3,800 stakeholders, including Religious Studies teachers, lecturers, students, academic researchers, and institutional administrators from 5 Local Government Area of Plateau State with a sample of 380 respondents were selected using stratified random sampling. Data were collected using the structured Artificial Intelligence in Religious Studies and National Development Questionnaire (AIRSNDQ) and analyzed through descriptive statistics, Pearson Product Moment Correlation, and multiple regression analysis at a 0.05 significance level. The findings revealed strong positive correlations between AI adoption and teaching effectiveness (r = .821), AI adoption and research productivity (r = .864), and research productivity and national development (r = .902). These results indicate that AI integration significantly enhances instructional delivery, student learning, and scholarly output. Regression analysis confirmed that AI adoption, teaching effectiveness, and research productivity collectively explained 88.9% of the variation in national development outcomes (R? = 0.889). The study concluded that AI plays a transformative role in Religious Studies education by improving teaching quality, strengthening research capacity, and promoting national development. Recommendations include investment in AI-driven educational technologies, integration of AI competencies into Religious Studies curricula, and capacity-building programs for lecturers and students to maximize AI's educational and societal benefits.

The increasing advancement of Artificial Intelligence (AI) has significantly transformed various sectors of society, including education and workforce development. In Nigeria, vocational education remains a critical pathway for equipping individuals with practical skills necessary for employment, entrepreneurship, and economic growth. However, the effectiveness of vocational education in the country has been hindered by numerous challenges such as outdated instructional methods, inadequate training facilities, limited access to modern technologies, and insufficient alignment with labour market needs. This paper examines Artificial Intelligence as a strategic tool for enhancing the quality of vocational education for sustainable development in Nigeria. Using a conceptual and analytical approach with the Human Capital Theory, by Becker (1993), the paper explores how AI technologies such as intelligent tutoring systems, virtual simulations, adaptive learning platforms, and automated assessment systems can improve teaching, learning, and skill acquisition in vocational education. The paper further highlights the potential contributions of AIdriven vocational training to sustainable development through improved employability, innovation, and economic productivity. Despite these opportunities, the adoption of AI in Nigerian vocational institutions faces several challenges including poor digital infrastructure, inadequate technical capacity among instructors, funding limitations, and digital inequality. The paper therefore recommends increased government investment in digital infrastructure, teacher capacity building, curriculum reform, and stronger collaboration between educational institutions and industry stakeholders. The paper concludes that strategic integration of Artificial Intelligence into vocational education can significantly strengthen human capital development and contribute to sustainable development in Nigeria.

The internet has transformed human society, reshaping how we work, learn, and spend our free time. Artificial Intelligence (AI) is now driving a new frontier of innovation across education, business, corporate practice, security, and public policy. With deep learning and robotics, AI systems are creating both disruptive and enabling impacts on governments, industry, and global sustainability efforts. As the AI revolution unfolds, it presents dual possibilities: a utopian future of human-machine collaboration or a dystopian one marked by conflict, poverty, and social fragmentation. Against this backdrop, the present study examines AI and robotics as innovations in science for sustainable development, with particular emphasis on science education. Based on a review of recent literature, promising research across diverse fields highlights the potential of AI to address fundamental societal challenges, including climate change, economic resilience, poverty reduction, and social sustainability. However, a critical gap persists: while AI advances rapidly, science education curricula and teacher preparation lag in integrating real-world AI applications, datasets, and ethics needed to develop a workforce capable of steering AI toward sustainable outcomes. This study contributes by: providing a comprehensive overview of AI innovations that directly support the United Nations Sustainable Development Goals, analyzing how these innovations create new pedagogical demands for science education, and outlining future research avenues that align AI development with educational reform. The findings suggest that bridging AI and science education is essential to ensure technological progress translates into equitable, secure, and sustainable societies.

The persistent gap between investment in academic staff development and measurable performance outcomes in Nigerian universities, particularly in teaching effectiveness and research productivity, remains a major concern despite growing global emphasis on technologydriven education. This study therefore examines how Artificial Intelligence (AI)-based training enhances academic staff performance in Ahmadu Bello University, Zaria, and its implications for national development. The study adopted a descriptive survey research design. The population comprised academic staff in the Faculty of Administration, from which a sample size of 77 respondents was determined using Yamane's (1967) formula and selected through simple random sampling technique. Primary data were collected using structured questionnaires and interviews. Data were analyzed using both descriptive statistics (frequencies and percentages) and inferential statistics (multiple regression analysis) with the aid of SPSS. The findings revealed that AI-based training significantly improves academic staff performance by enhancing teaching effectiveness, digital competence, and assessment practices. Additionally, AI-driven research tools were found to significantly increase research productivity through improved data analysis, academic writing, and access to scholarly resources. The regression results indicated that both AI-based training and AI research tools have statistically significant effects on academic staff performance. The study concludes that AI-based training is a critical driver of academic excellence and a strategic tool for strengthening higher education systems in the digital age. It is recommended that universities integrate AI-driven training into staff development programs, while government agencies should expand funding to support digital infrastructure and AI capacity building. However, the study identified a gap in existing literature, particularly the limited empirical focus on AI-based training within specific institutional contexts in Nigeria, as most previous studies emphasize conventional training methods. The study therefore contributes to knowledge by providing empirical evidence on the role of AI in enhancing academic staff performance and its broader implications for national development. 246 Vol. 13, No. 1, May 2026, p246-257, ISSN: 699-3-7 THE NIGERIAN EDUCATOR, Daniel Kelvin John; Dr. John Orih Joseph & Hassan N.T Enhancing Academic Staff Performance through Artificial Intelligence-Based Training: A Study of Ahmadu Bello University and Its Implications for National Development Vol. 13, No. 1, May 2026, p243-254, ISSN: 699-3-7 https://www.thenigerianeducator.com/

The integration of artificial intelligence (AI) in language education has the potential to revolutionize the way languages are taught and learned, contributing significantly to national development in Nigeria. This paper explores the opportunities and challenges of Al powered language learning tools in enhancing language proficiency, promoting cultural exchange, and driving economic growth. Al offers personalized learning experiences, increases accessibility, and improves learning outcomes. making language education more effective and efficient. However, challenges such as infrastructure limitations, digital divide, and teacher training needs, hinder widespread adoption. The paper examines case studies of successful Al-powered language learning initiatives in Nigeria, highlighting best practices and lessons learned. It also identifies policy implications and provide. recommendations for scaling up Al adoption in Nigerian language education. These include investing in infrastructure, developing localized Al-powered content, and promoting public-private partnerships. Additionally, the paper discusses the need for a comprehensive policy framework tha supports the integration of Al in language education, ensuring inclusivity, equity, and quality. R leveraging Al in language education, Nigeria can enhance language proficiency, promote cultural exchange, and drive economic growth, ultimately contributing to national development. The paper concludes that stakeholders must work together to harness Al's potential and position Nigeria as a leader in language education in Africa and the world over, unlocking new opportunities for language learners, educators, and the nation, which no doubt will yield positivity in national development.

Artificial Intelligence (AI) is increasingly reshaping educational practices across the globe. This study examined the application of AI in the teaching and learning of Biology in secondary schools within Owerri Municipal Council of Imo State, Nigeria, with particular emphasis on its implications for scientific literacy and national development. A mixed-methods research design was adopted, involving Biology teachers and senior secondary school students. Data were collected using questionnaires, interviews, and classroom observations. The findings revealed that AI-supported instructional strategies enhanced students' understanding of complex biological concepts, increased learner engagement, and improved critical thinking skills. However, challenges such as inadequate infrastructure, limited teacher training, unstable electricity supply, and insufficient policy support were identified. The study concludes that effective integration of AI into Biology education can significantly improve scientific literacy and contribute to sustainable national development. Recommendations were made for policymakers, school administrators, and educators to strengthen AI adoption in Nigerian secondary schools.

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.

The integration of Artificial Intelligence (AI) in vocational and technical education (VTE) represents a transformative opportunity for Nigeria's educational landscape and national development agenda. This study examines the potential applications of AI technologies in teaching and learning within VTE institutions, with particular focus on their capacity to enhance student's skills acquisition, bridge the existing gap between educational outcomes and industry requirements, and contribute to sustainable national development. Through examination of global best practices and analysis of the Nigerian educational context, this study identifies significant benefits including enhanced learning outcomes, improved employability of graduates, and accelerated economic development through a more skilled workforce. The research context involves Nigeria Certificate in Education (NCE) students at Sa'adatu Rimi College of Education, Kumbotso, Kano, with a representative sample of 200 students providing insights into current technological readiness and future implementation possibilities. However, the study also acknowledges substantial challenges including infrastructure deficits, digital divide, funding constraints, and the need for comprehensive teacher training programs. The analysis concludes that strategic implementation of AI in VTE, supported by appropriate policy frameworks, infrastructure development, and stakeholder collaboration, can significantly advance Nigeria's educational goals, enhance human capital development and accelerate the country's transition toward a knowledge-based economy capable of competing in the global marketplace.

The integration of Artificial Intelligence (AI) into education has emerged as a transformative force, presenting new opportunities and challenges for curriculum implementation in junior secondary schools. This paper examines AI as an imperative for effective curriculum delivery, exploring its concepts, relevance, and potential impact on teaching and learning. The study discuss the key factors influencing curriculum implementation, such as; teacher competence, instructional resources, student characteristics and technological infrastructure. It identifies challenges such as; inadequate teacher training, resource limitations, resistance to innovation, large class sizes, and policy inconsistencies. The paper also highlights benefits of curriculum implementation at junior secondary school level as thus; improve pedagogy and student learning, consistency and equity, accountability, relevance to changing needs, structured progression and goal alignment. Recommendations are provided for policymakers, educators, and stakeholders to optimize AI integration, emphasizing professional development, infrastructural support, ethical considerations, and collaborative engagement. The study concludes that AI is a critical enabler for improving curriculum implementation, fostering equitable, effective, and future-ready education in junior secondary schools.

The rapid integration of artificial intelligence (AI) in educational contexts has transformed how instructors deliver content and how learners engage with material. Educational technology is poised to profoundly transform the modern educational landscape, catalyzing a revolution in instructional delivery while bestowing a plethora of benefits upon both educators and learners alike. This paper examines the role of AI-driven personalized learning in enhancing higher education and its implications for national development. Using empirical and theoretical studies, the paper highlights how adaptive learning technologies improve student achievement, foster critical skills, and increase access to quality education. At the forefront of this transformation lies AI-driven educational technology, which harnesses the power of student's data analysis to curate highly personalized and adaptive learning experiences, dynamically tailoring content to individual needs and learning styles. The integration of AI into educational systems also yields invaluable insights derived from data analysis, informing critical decision-making processes surrounding curriculum design and resource allocation. Moreover, AI's capacity for real time feedback and continuous analysis fosters a cycle of perpetual improvement, refining and optimizing educational delivery with each iteration to national development. Perhaps most significantly, the online nature of AI-powered educational platforms transcends geographical boundaries, extending educational opportunities to learners across the globe, fostering a truly interconnected and borderless educational ecosystem. While the potential of AI in education is undeniably vast, it is imperative to address the ethical and privacy considerations that arise from its implementation. Nevertheless, by thoughtfully navigating these challenges, AI and educational technology stand to revolutionize the way we approach learning, ushering in a new era of personalized, accessible, and globally inclusive education.

The study explored the efficacy of ludomatic game and gender difference on senior secondary school 2 students' academic achievement and retention in Algebra. Six (6) research purposes, six(6) questions and six(6) null hypotheses guided the conduct of the study. The study employed a quasiexperimental design of non-equivalent control group. The study was conducted in Obudu local government area under Ogoja education zone of cross river state, Nigeria. Four co-educational secondary schools were drawn using multi-stage sampling procedures from eighty four (84) government approved secondary schools in the zone. Two intact classes from two different schools were then randomly assigned to the experimental and the control groups each. A total of 123 (67 males and 53 females) students out of 5643 students were involved in the study. The experimental group was taught algebra concepts using six (6) improvised ludomatic game boards while the control group was taught the same topics using the conventional lecture method. The researcherdeveloped instruments, Algebra Achievement Test (AAT), validated by three research experts which were used for data collection. The AAT had measures of estimate of reliability and item difficulty of 0.82 and o.24 respectively, while they all had internal consistency of 0.52. The questions were answered using mean and standard deviation, while the six null hypotheses were tested using ANCOVA at p

The integration of Artificial Intelligence (AI) into educational systems has the potential to transform teaching and learning, socio-economic and national development, particularly in specialized areas such as Christian Religious Education (CRE). This paper explores how AI can enhance creativity, learners' engagement, and the development of 21st-century skills among CRE Nigerian students while contributing to broader socio-economic outcomes. It further highlights the potentials of AI to improve educational access, support skill acquisition, stimulate creativity, and cultivate ethical leadership, linking CRE pedagogy with practical socio-economic benefits and national development. AI not only improves instructional quality but also prepares CRE students for active participation in Nigeria's digital economy and creative industries. The paper concludes that integrating AI into CRE represents a strategic approach to enhancing both educational outcomes, socio-economic and national development, suggests that ethical considerations, teacher preparedness, acquisition of digital skills, and lack of infrastructural resources should be adequately addressed.

The widening skills gap between graduates of Social Science Education and the demands of Nigeria's contemporary labour market has raised concerns among educators, policymakers, and development stakeholders. This study examines the role of artificial intelligence (AI) in bridging skills gap in Social Science Education for Sustainable National Development. The study explores two key dimensions: AI-supported analytical and problem-solving skills, and AI-supported digital literacy among social science students and lecturers. It is a theoretical paper which builds upon results from past researches on the subject matter as such explores data from secondary sources such as internet, books and news papers to support the findings. From the literature reviewed in addition to the synthesis of the Constructivist theory, the findings reveal that AI tools when thoughtfully integrated into teaching and learning strengthen students' analytical and problemsolving skills and digital literacy. However, challenges such as limited infrastructure, inadequate training, and institutional policy gaps limit effective adoption. The study concludes that AI holds transformative potential for Social Science Education if supported by institutional commitment, capacity building, and inclusive digital policies. Recommendations are offered, some of which stated that regular training should be provided to help educators integrate AI tools into social science education to boost analytical and problem-solving skills and that, Government and institutional authorities should invest in reliable internet access and digital learning facilities to increase digital literacy in institutions.

thinking, learning, adapting to new situations, interaction and mimicking intelligent beings. However, the use of these features and other active learning methods has found a place in the field of education, leading to an increasing number of studies utilizing artificial intelligence (Fitria, 2021). Artificial Intelligence and education are deeply intertwined, and this technology is impacting social interaction in every aspect. As a result, new teaching and learning approaches are being developed and tested in various contexts (Hasanov, Laine & Chung, 2019). Therefore, the use of technology in education will promote learning and increase success in all fields. Conceptual Clarifications Teaching and learning constitute an interconnected, reciprocal process where educators facilitate the acquisition of knowledge, skills, and behavior while learners actively construct understanding. Teaching is an attempt to assist people acquires knowledge, tools, entrepreneurship skills, attitudes, ideas or appreciation (Ukata, Wechie & Nmehielle, 2017). Teaching is also an interaction between teachers and students under the auspices of the teacher in order to bring about the expected change in the students' behavior (Ukata & Silas - Dikibo, 2019). Teaching is a great profession, it is an act of relating information to the learner or assisting in the learning on how to do something in a required manner (Ukata & Nmehielle, 2020). It is a process of assisting the learner to gain useful artificial intelligence skills, attitudes, ideas, values in a designed and undersigned environment that will help the learner become an acceptable person to the society as well as be independent in life. Teaching leads to learning. Teaching is an exchange of ideas between a teacher and students (learners) on what to learn, how to learn, what to use in learning and what to do with the learning (Ukata, 2019).learning is the process of acquiring new, relative, knowledge, behaviors, skills, values or attitude through experience studying or instruction. Artificial Intelligence is a broad term that describes a range of technologies, machines, computers and methodologies such as language, data processing, neural network, machine language and algorithm. Popenici and Kerr (2017) defined artificial intelligence as a system that can do what human can do in terms of learning, use of data for different tasks, multitasking, synthesizing, analyzing and predictions. Baker and Smith (2019) defined artificial intelligence as computers that can perform mental assignments which relate to what humans do in education. Artificial Intelligence could also be referred to as the ability of a machine to imitate intelligent character or quality that helps a group of persons to function effectively and efficiently. AI is the theory and development of computer systems that are able to perform tasks requiring human intelligence, such as teaching, 346 Vol. 13, No. 1, May 2026, p345-353, ISSN: 699-3-7 THE NIGERIAN EDUCATOR, Nweke Vivian Chinenye, Effah Miriam Anyianwan & Eteng Friday Ebri Exploring the Power of Artificial Intelligence (AI) in Studying and Learning Business Education for National Development Vol. 13, No. 1, May 2026, p338-346, ISSN: 699-3-7 https://www.thenigerianeducator.com/

This paper discusses the integration of Artificial Intelligence (AI) in Social Studies teaching and its implications for sustainable national development in Nigeria. The paper highlights how AI technologies such as intelligent tutoring systems, adaptive learning platforms, learning analytics, virtual simulations, educational chatbots, and automated assessment tools can improve teaching effectiveness and promote learner-centered instruction in Social Studies education. It explains that the integration of AI can enhance students' critical thinking, digital literacy, civic competence, creativity, and problem-solving abilities, which are essential for responsible citizenship and national development. The paper also examines the role of Social Studies education in promoting democratic values, national unity, environmental awareness, and social responsibility. In addition, the paper identifies major challenges confronting AI integration in Nigeria, including inadequate technological infrastructure, insufficient teacher competence, financial constraints, digital inequality, and ethical concerns relating to data privacy and responsible use of technology. The paper concludes that effective integration of Artificial Intelligence into Social Studies teaching can contribute significantly to sustainable national development by preparing digitally competent, innovative, and socially responsible citizens. It therefore recommends improved digital infrastructure, teacher training, supportive government policies, curriculum innovation, and strategic partnerships to facilitate effective AI adoption in Nigerian schools.