LECTURERS PERCEPTION OF THE USE OF GENERATIVE ARTIFICIAL INTELLIGENCE IN THE TEACHING OF SCIENCE EDUCATION IN NIGERIA

Abstract

The integration of Generative Artificial Intelligence (GAI) in education presents both opportunities and challenges, yet its adoption in Nigerian science education remains underexplored. This study addresses this gap by investigating science education lecturers' perceptions of GAI, focusing on factors such as gender and work experience. Three research questions guided the study and two research hypotheses were formulated. A quantitative research design was employed, with data collected through a structured online survey administered to 100 randomly selected science education lecturers across South-West Nigeria. The questionnaire assessed lecturers' perceptions of GAI's pedagogical utility, ethical concerns, and training needs. Data were analyzed using descriptive and inferential statistics (t-tests and ANOVA) to examine differences based on gender and years of teaching experience. Results revealed that lecturers generally viewed GAI favorably, with strong agreement on its ability to enhance content delivery (M=4.36), improve student engagement (M=4.15), and support difficult lessons (M=4.44). However, concerns were noted regarding ethical issues (M=3.06), student over-reliance (M=3.23), and inadequate infrastructure (M=3.67). Statistical analysis showed no significant differences in perceptions based on gender (p=0.758) or work experience (p=0.708), indicating uniform attitudes across demographic groups. A key finding was the overwhelming consensus on the need for training (M=4.40) to ensure effective GAI integration. The study recommends targeted professional development programs to equip lecturers with GAI competencies, alongside policy interventions to address infrastructure gaps. By aligning GAI adoption with educators' needs and contextual realities, Nigerian institutions can harness its potential to transform science education. These findings contribute to global discussions on AI in education while offering practical guidance for policymakers and educators in similar contexts.