Assessing Artificial Intelligence Knowledge, Skills, and Utilization for Psycho-Educational Development in Selected Private Universities in Ogun State, Nigeria
Keywords:
Artificial Intelligence (AI); Psycho-Educational Development; Higher Education; Student Engagement; Academic Performance; AI Integration; Nigerian Universities; Educational Technology.Abstract
Artificial Intelligence (AI) has emerged as a strategic innovation with potential to enhance teaching effectiveness, student engagement, and psycho-educational development in higher education. Despite its growing relevance, empirical evidence on stakeholders’ awareness, skills, and utilization of AI within Nigerian universities remains limited. This study investigated the level of awareness, skills, and application of AI for psycho-educational development among university stakeholders in Ogun State, Nigeria.
The study examined stakeholders’ understanding of AI technologies, factors influencing adoption in teaching and learning, and the relationship between effective AI use and students’ engagement, academic performance, and psycho-educational development. A descriptive survey research design was adopted. Data were collected using a researcher-designed instrument titled Knowledge, Skills and Uses of Artificial Intelligence for Psycho-Educational Development Questionnaire (KSUAPD). The sample comprised 200 respondents—lecturers, administrators, and undergraduate students—from Caleb University and South Western University, selected through systematic sampling. Data were analysed using descriptive statistics.
Findings revealed a relatively high level of general AI awareness, alongside gaps in practical skills and confidence. Resource availability, institutional support, and resistance to change significantly influenced AI adoption. Effective AI use was positively associated with students’ engagement, academic performance, and psycho-educational development. The study concludes that although perceptions of AI are largely positive, limitations in skills, infrastructure, and institutional frameworks constrain effective utilization. It recommends strengthened AI literacy, curricular integration, and ethical governance to support responsible and sustainable AI integration in Nigerian universities.
