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Awareness and Utilization of Artificial Intelligence Technologies among Science Education Lecturers in Federal University Wukari
Subject area: Science,Engineering and Technology · Area of research: Computer Science
Abstract
Artificial Intelligence (AI) has emerged as a transformative technology capable of improving teaching, learning, assessment, and research activities in higher education. This study examined the level of awareness and utilization of artificial intelligence technologies among Science Education lecturers at Federal University Wukari, Taraba State, Nigeria. A descriptive survey research design was adopted, and data were collected using a structured questionnaire administered to Science Education lecturers selected through a random sampling technique. The instrument was validated by experts in educational research and measurement, while reliability was established using a test–retest procedure. Data collected were analysed using descriptive statistics, including frequency, percentage, mean, and standard deviation, using SPSS version 27. The findings revealed that lecturers demonstrated high awareness of commonly accessible AI applications, including adaptive learning platforms, exam integrity systems, plagiarism detection tools, virtual assistants, intelligent tutoring systems, and AI-based content creation platforms. However, awareness of advanced AI applications such as predictive modelling, educational robots, automated content analysis, and assistive technologies was limited. The study further revealed that AI utilization was mainly concentrated on automated assessment systems, simulation technologies, automatic content analysis, virtual assistants, and AI-supported content creation, while advanced applications remained underutilized. The study concludes that although Science Education lecturers possess foundational awareness of AI technologies, enhanced AI literacy, professional training, and institutional support are required to promote effective AI integration into teaching, research, and academic practices.
Keywords
Artificial Intelligence, AI awareness, AI utilization, Science Education, lecturers, higher education, digital literacy.
How to cite this paper
@article{1722625,
author = {Alexander Ntino, Monday Simon, Samuel Amachundi Adda, Adda Danjuma Ato, Adi Wama; Danlami Abraham},
title = {Awareness and Utilization of Artificial Intelligence Technologies among Science Education Lecturers in Federal University Wukari},
journal = {Iconic Research And Engineering Journals},
year = {2026},
volume = {10},
number = {2},
pages = {3379-3385},
issn = {2456-8880},
url = {https://www.irejournals.com/formatedpaper/1722625.pdf},
abstract = {Artificial Intelligence (AI) has emerged as a transformative technology capable of improving teaching, learning, assessment, and research activities in higher education. This study examined the level of awareness and utilization of artificial intelligence technologies among Science Education lecturers at Federal University Wukari, Taraba State, Nigeria. A descriptive survey research design was adopted, and data were collected using a structured questionnaire administered to Science Education lecturers selected through a random sampling technique. The instrument was validated by experts in educational research and measurement, while reliability was established using a test–retest procedure. Data collected were analysed using descriptive statistics, including frequency, percentage, mean, and standard deviation, using SPSS version 27. The findings revealed that lecturers demonstrated high awareness of commonly accessible AI applications, including adaptive learning platforms, exam integrity systems, plagiarism detection tools, virtual assistants, intelligent tutoring systems, and AI-based content creation platforms. However, awareness of advanced AI applications such as predictive modelling, educational robots, automated content analysis, and assistive technologies was limited. The study further revealed that AI utilization was mainly concentrated on automated assessment systems, simulation technologies, automatic content analysis, virtual assistants, and AI-supported content creation, while advanced applications remained underutilized. The study concludes that although Science Education lecturers possess foundational awareness of AI technologies, enhanced AI literacy, professional training, and institutional support are required to promote effective AI integration into teaching, research, and academic practices.},
keywords = {Artificial Intelligence, AI awareness, AI utilization, Science Education, lecturers, higher education, digital literacy.},
month = {August},
}