Practices of Artificial Intelligence Use in Public Universities in South-West Nigeria

Abstract

Artificial intelligence (AI), defined as a machine that demonstrates human ability to perform tasks, is gaining popularity globally. AI exploration is increasing in university education, as it enhances academic productivity and simplifies daily tasks, contributing to economic growth. However, concerns about its impact on academic processes and standards are growing, attracting scholarly attention. This study critically examined the extent of AI use among students to evaluate how effectively this usage improves the educational processes and standards in southwest Nigeria. Thorsten Veblen's Theory of Technological Determinism provided the framework. Using a quantitative research design, six universities were selected across southwest Nigeria: three federal universities—University of Ibadan (UI), Obafemi Awolowo University (OAU), and University of Lagos (UNILAG)—and three state universities—Olabisi Onabanjo University (OOU), Ekiti State University (EKSU), and Adekunle Ajasin University (AAU). A total of 1,184 respondents were randomly selected from each university using Taro Yamane's sample size formula. The quantitative data were analysed using descriptive statistics, the Chi-square test, and logistic regression at p ≤ 0.05. The study found that AI and AI-enabled tools are becoming increasingly widely used; however, there is a significant gap in awareness of useful AI tools for academic improvement, a lack of expertise in handling AI and related tools, and the digital divide remains a major obstacle to AI development in academia. Additionally, privacy concerns continue to hinder AI's prospects. This study recommends implementing improved privacy policies to ensure user safety, bridging the technological divide among institutions, providing AI expertise training, and establishing a comprehensive AI regulatory framework to protect users and stakeholders.