ASSESSMENT OF ARTIFICIAL INTELLIGENCE (AI) LITERACY AMONG CHEMISTRY LECTURER IN AHMADU BELLO UNIVERSITY, ZARIA
Abstract
ABSTRACT
This study assessed the level of Artificial Intelligence (AI) literacy among Chemistry lecturers at Ahmadu Bello University (ABU), Zaria, with a focus on their awareness, attitudes, and readiness to integrate AI in teaching and research. The study adopted a descriptive survey design. Four research questions guided the study, and data were collected from thirteen (13) Chemistry lecturers selected through purposive sampling. A structured questionnaire consisting of 30 items was used for data collection, and the data obtained were analyzed using frequency counts and percentages. Findings revealed that a majority of the respondents (91.0%) possessed a high level of awareness and understanding of AI concepts and applications relevant to chemistry education. The study also showed a generally positive attitude toward AI integration, as 81..2% of respondents strongly agreed that AI would positively influence their teaching and research. Furthermore, 85.7% indicated optimism about incorporating AI tools into instructional and research practices, while 94.9% recognized AI literacy as essential for professional development. The results also revealed that lecturers with over 15 years of experience demonstrated higher confidence and willingness to explore AI tools compared to their less- experienced counterparts. The study concluded that Chemistry lecturers at ABU, Zaria, are increasingly aware of the potential of AI in enhancing pedagogical innovation and research productivity, though there remains a need for continuous training and institutional support. It was recommended that regular AI literacy workshops, professional development programs, and collaborative research initiatives be introduced to strengthen AI competence among lecturers and promote effective adoption in higher education.
Keywords: Artificial Intelligence (AI) Literacy, Chemistry Lecturers, Higher Education, AI in Education, Teacher Professional Development.
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