Artificial Intelligence Technology in Education (AITED): Competencies Needed by Lecturers for Effective Teaching and Learning in Adamawa State College of Education, Hong, Nigeria
The incorporation of Artificial Intelligence Technology in Education (AITED) presents extraordinary prospects and challenges for educators global. This study investigates into the competencies needed by educators to efficiently integrate AI tools into teaching practices and explores their existing proficiency levels, challenges faced, and awareness concerning AI integration. Through a descriptive survey design, data was collected from 257 lecturers, 12 educational technologists, and 10 administrators in Adamawa State Colleges of Education, Hong, Nigeria. The findings highlight a pressing need for further training and professional development initiatives to bolster educators’ proficiency in leveraging AI tools. In spite of identifying the prospective of AI to enhance teaching efficacy and learning outcomes, educators face significant challenges, including technological limitations and ethical considerations. Approaches and recommendations were proposed to support educators in enhancing their competencies, fostering collaborative learning communities, and incorporating ethical considerations into AI training initiatives. Recommendations for future studies include longitudinal investigations into the long-term effects of AI integration, comparative studies on AI tools and platforms, and in-depth explorations of ethical considerations and educator viewpoints. By addressing these recommendations, institutions and educators can steer the complexities of AI integration in education, encourage novelty, and recuperate educational outcomes in the digital age.
Keywords: Artificial Intelligence, Education, Teaching, Learning, Competencies, Pedagogy, Technology, Professional Development
