ARTIFICIAL INTELIGENCE AND DIGITAL LITERACY AS PREDICTORS OF STUDENTS’ ENGAGEMENT IN TRANSFORMATIVE EDUCATION IN NIGERIA: A CASE STUDY OF DELTA STATE

Abstract

The study examined Artificial Intelligence (AI) and digital literacy as predictors of students’ engagement in transformative education in Delta State, Nigeria. It determined how AI and digital literacy influenced students’ engagement in the context of transformative learning. Three research questions and three null hypotheses guided the study. The research employed a correlational research design to assess the relationships between the variables. The population size consisted of 174,570 students from public secondary schools in Delta State, Nigeria. A sample size of 397 students was selected using stratified random sampling to ensure representation across different educational levels. The research instrument used for data collection was a structured questionnaire, which was validated by expert reviews. The reliability of the instrument was established using Cronbach’s alpha, yielding a coefficient of 0.85, indicating high reliability. Data were analysed using the coefficient of determination and regression analysis to assess the strength and significance of the relationships. The findings revealed that both AI and digital literacy had significant positive relationships with students’ engagement in transformative education. Furthermore, the combined effects of AI and digital literacy was found to be a stronger predictor of students’ engagement than either variable alone. The study concluded that integrating AI and enhancing digital literacy are crucial for fostering students’ engagement in transformative education. Based on the findings, it was recommended that educational policymakers in Nigeria invest in AI-based learning tools and digital literacy programs to promote a more engaging and transformative educational experience for students.