AI ADOPTION, ADMINISTRATOR ATTRIBUTES AND EFFECTIVENESS OF BUSINESS AND VOCATIONAL EDUCATION IN COLLEGES OF EDUCATION IN NORTH-CENTRAL, NIGERIA

Abstract

Despite increasing interest in Artificial Intelligence (AI) in education, limited empirical evidence exists on the combined influence of AI adoption and administrator attributes on the effectiveness of Business and Vocational Education (BVE) programmes in Colleges of Education in North-Central Nigeria. This study examined the level of AI adoption, the influence of administrator attributes, and the joint influence of AI adoption and administrator attributes on BVE effectiveness. A descriptive survey design was adopted, and data were collected from 600 purposively selected administrators, lecturers, students, and other stakeholders in Colleges of Education across Benue, Kogi, Niger, Kwara, and Plateau States. Data were collected using a structured questionnaire and analysed using mean, standard deviation, Pearson Product Moment Correlation, and multiple regression analysis. The findings revealed a high extent of AI adoption (M = 3.84), while administrator attributes had a high influence on BVE effectiveness (M = 4.14). AI adoption had a significant positive relationship with BVE effectiveness (r = .862, p = .003), while administrator attributes significantly predicted BVE effectiveness ($R^2 = .257, p = .043$). Furthermore, AI adoption and administrator attributes jointly had a significant positive influence on BVE effectiveness ($R = .742, R^2 = .551, p < .001$). The study concludes that effective AI adoption and competent educational administration are important for improving BVE effectiveness. It recommends sustained AI training, improved digital infrastructure, stronger administrative capacity, and supportive policies to enhance BVE effectiveness in Colleges of Education in North-Central Nigeria.