SECONDARY SCHOOL TEACHERS’ READINESS TO INTEGRATE ARTIFICIAL INTELLIGENCE INTO PEDAGOGICAL PRACTICE IN RURAL AREAS OF RIVER STATE
Keywords:
artificial intelligence, readiness, pedagogical practices, secondary schoolAbstract
Artificial intelligence (AI) has the potential to address some of the most significant challenges in education today, particularly by innovating teaching and learning practices in rural areas. This study examined the readiness of teaching staff for the integration of artificial intelligence into pedagogical practices within Rivers State-owned secondary schools in rural areas. A descriptive correlational design was employed for the research. The study established three specific objectives, along with corresponding research questions and hypotheses. The population for this study comprised 8,041 teachers, including 3,548 from senior secondary schools and 4,493 from junior secondary schools in Rivers State's rural areas (Rivers State Senior Secondary Schools Board and Rivers State Universal Basic Education Board, 2025). The sample size of 374 respondents was determined using the Taro Yamane formula, selected through a multistage sampling technique. Data collection was conducted via a self-structured questionnaire titled "Teachers' Readiness towards Artificial Intelligence Integration for Pedagogical Practices." The instrument was validated by experts, and its reliability was assessed using Cronbach's alpha, yielding a coefficient of 0.86, indicating satisfactory reliability. Data were analyzed using mean and standard deviation, while the formulated hypotheses were tested with t-test statistics and Pearson Product-Moment Coefficient at a 0.05 level of significance. The findings revealed that respondents were aware of AI in education and expressed a high level of readiness to integrate AI tools into their pedagogical practices. Consequently, it is recommended that the government develop a national AI pedagogy framework for education and organize professional training and mentoring programs in AI technologies to enhance teachers' pedagogical application competencies.
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Journal of Education Innovation and Practice
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
JEIP is an open-access journal that provides immediate and free access to its content. This supports the global exchange of knowledge. Readers can access and use the content without any charges, and they are allowed to read, download, copy, distribute, print, search, or link to the full texts of the articles. They can also use the content for any other lawful purpose. The author(s) upon submission and acceptance grant the journal the license to publish, display, store, copy, and reuse the content under the Creative Commons Attribution-Noncommercial 4.0 International (CC BY-NC 4.0). This license permits non-commercial use of the material, with appropriate credit given to the author(s) and the journal. The author(s) retains copyright, but the content is free to download, distribute, and build upon the material for non-commercial purposes. The full terms of this license can be seen at this link: https://creativecommons.org/licenses/by-nc/4.0/.
However, this license does not apply to third-party materials that display a copyright notice to prohibit copying. If the third-party content is not subject to a CC-BY Creative Commons attribution license, or an equally permissive license, the author(s) must comply with any third-party copyright notices.
Authors may also reuse the abstract and citation information (e.g., title, author name, publication dates) of their article anywhere, including social media such as Facebook, blogs, and Twitter. Where possible, they should include a link back to the article on the journal site.