ARTIFICIAL INTELLIGENCE AND SUSTAINABLE DEVELOPMENT SYNERGISING TECHNOLOGY FOR EFFECTIVE PEDAGOGY

Abstract

The study adopted a descriptive survey research design to ascertain effects accruable to pedagogy as a result of the utilization of Artificial Intelligence driven technology. The population of the study comprised all educational stakeholders who have knowledge of or experience with the use of digital technologies in education in Warri South Local Government Area of Delta State. These include students, teachers/lecturers, and educational administrators. A sample of 200 respondents was selected for the study. The sample comprises 100 students, 80 teachers/lecturers and 20 Educational Administrators giving a total of 200. The sample size of 200 respondents was considered adequate for obtaining a broad representation of the views of the major educational stakeholders. Using a stratified random sampling technique. The respondents were divided into three strata based on their educational roles: students,  teachers/lecturers, and educational administrators. The technique was considered appropriate because students, teachers, and administrators have different experiences and responsibilities concerning the adoption and use of Artificial Intelligence in education. Including the three groups therefore provides a more balanced assessment of the research problem. The main instrument for data collection was a structured questionnaire developed by the researcher based on the objectives, research questions, hypotheses, and relevant literature on Artificial Intelligence and sustainable educational development. The questionnaire was titled “Artificial Intelligence and Sustainable Educational Development Questionnaire (AISEDQ).” The questionnaire consists of two major sections. Section A: Demographic Information and B Section B: Research Items. The questionnaire uses a four-point Likert scale as follows: Strongly Agree (SA) 4; Agree (A) 3; Disagree (D) 2; and Strongly Disagree (SD) 1. The four-point scale was adopted to encourage respondents to indicate a definite position rather than selecting a neutral midpoint. The researcher administered the questionnaires directly to the selected respondents. Before administering the instrument, the researcher explained the purpose of the study to the respondents and obtained their cooperation. The respondents were informed that participation was voluntary and that the information supplied would be used strictly for academic purposes. Adequate time was provided for respondents to complete the questionnaire. Where necessary, the researcher assisted respondents in understanding the instructions without influencing their responses. Completed questionnaires were retrieved, checked for completeness, and prepared for statistical analysis. The data collected were coded and analysed using frequency counts and percentages were used to analyse respondents’ demographic characteristics.