ARTIFICIAL INTELLIGENCE AND LECTURERS’ PROFESSIONAL DEVELOPMENT IN FACULTY OF EDUCATION AND FACULTY OF VOCATIONAL EDUCATION, LIBRARY AND INFORMATION SCIENCE, UNIVERSITY OF UYO, AKWA IBOM STATE, NIGERIA

Abstract

This study determined the relationship between Artificial Intelligence and Lecturers’ Professional Development in Faculty of Education and Faculty of Vocational Education, Library and Information Science, University of Uyo,  Akwa Ibom State, Nigeria. Five specific objectives were identified, five research questions were raised and five null hypotheses were formulated to guide the study. The study adopted a descriptive survey design and was carried out in the University of Uyo, Akwa Ibom State, Nigeria. The population of the study was 156 lecturers and the sample size for the study comprised all the 156 lecturers from Faculty of Education and Faculty of Vocational Education, Library and Information Science. Purposive Sampling technique was used. The instrument for data collection was developed by the researcher and titled: “Artificial Intelligence and Lecturers Professional Development Questionnaires” (AILPDQ). To ensure the validity of the instruments, the instruments was subjected to face validation by three experts from University of Uyo, Uyo. To ascertain the reliability of the instruments, 30 copies of the instruments were administered on the lecturers who were not part of the population. The reliability of the instrument was obtained using the Cronbach’s Alpha test which yielded reliability co-efficient of 0.89. The researcher administered the instruments with the help of two briefed research assistants. Out of the 156 copies of questionnaire distributed, 146 were returned with valid data. This gave a response rate of  93.58 percent. Simple regression analysis was used to provide answers to the five research questions as well as test the null hypotheses at 0.05 level of significance. Findings of the study showed that there is a high relationship between Artificial Intelligence and Lecturer’s Professional Development. However, the utilization of data analytics, search engine and machine learning have very high relationship with lecturers professional development. Furthermore, there is significant relationship between utilization of data analytics, search engine and machine learning with lecturers’ professional development. Based on these findings, it was concluded that there is a high relationship between Artificial Intelligence and Lecturers Professional Development. Based on this conclusion, it was recommended that the university management should trained lecturers’ on how to use AI resource tools and learn how to integrate them effectively into their teaching and research development.