The Role of Artificial Intelligence in Curriculum Development at the Tertiary Education Level
Keywords:
lecturers, Teaching practices, Professional competency, Artificial Intelligence, Curriculum development, Tertiary institutionsAbstract
Background: The integration of Artificial Intelligence (AI) into higher education has the potential to enhance teaching and learning processes. However, its implementation is often hindered by various contextual and institutional factors, especially in developing regions such as Anambra State, Nigeria. Objective: This study aimed to investigate the challenges and factors influencing lecturers' teaching practices and professional competency needs in tertiary institutions within Anambra State, particularly in relation to the integration of AI in education. Method: A descriptive survey design was employed. Data were collected using a structured questionnaire distributed online via Google Forms to 62 lecturers. The instrument, divided into demographic and five-point Likert scale sections, was validated by experts and pilot-tested, yielding a reliability score of 0.85 (Cronbach’s alpha). Data analysis was conducted using SPSS version 23, involving descriptive statistics (frequencies, percentages, means, and standard deviations) and inferential statistics (ANOVA). Result: Findings revealed that AI has several advantages, including personalized learning experiences, data-driven curriculum optimization, and enhanced instructional efficiency. Nonetheless, major challenges were identified, such as limited access to high-quality data, high implementation costs, lack of technical expertise, and educator resistance. Conclusion: While AI holds significant promise for improving tertiary education, its effective adoption requires addressing systemic barriers and equipping educators with the necessary skills and support. Contribution: This study provides practical insights for policymakers and educators to support the integration of AI into curriculum planning. It highlights the need for strategic investments in infrastructure, continuous training, and ethical frameworks to ensure effective and equitable implementation.
References
Awan, R. (2024). Impact of AI on Personalized Learning and Curriculum Delivery. Multidisciplinary Journal of Emerging Needs of Curriculum, 1(2), 1-9. https://www.researchcorridor.org/index.php/MJENC/article/view/16
Ayanwale, M. A., Adelana, O. P., Molefi, R. R., Adeeko, O., & Ishola, A. M. (2024). Examining artificial intelligence literacy among pre-service teachers for future classrooms. Computers and Education Open, 6, 100179. https://doi.org/10.1016/j.caeo.2024.100179
Bae, Y., Yoo, I., Jang, J., Kim, D., Yu, W., & Kim, W. (2020). Exploration of AI Curriculum Development for Graduate School of Education. Journal of The Korean Association of Information Education, 24(5), 433-441. http://dx.doi.org/10.14352/jkaie.2020.24.5.433
Chisom, O. N., Unachukwu, C. C., & Osawaru, B. (2023). Review of AI in education: transforming learning environments in Africa. International Journal of Applied Research in Social Sciences, 5(10), 637-654. https://doi.org/10.51594/ijarss.v5i10.725
Chiu, T. K., Meng, H., Chai, C. S., King, I., Wong, S., & Yam, Y. (2021). Creation and evaluation of a pretertiary artificial intelligence (AI) curriculum. IEEE Transactions on Education, 65(1), 30-39. https://doi.org/10.48550/arXiv.2101.07570
Eiriemiokhale, K. A., Oyedepo, F. S., & Sulyman, A. S. (2024). Adopting Artificial Intelligence in a Blended Learning Environment: Issues and Prospects in Nigeria. In Conference Organising Committee (p. 49). https://www.researchgate.net/publication/382085741
Endurance, A., Onah Eunice, N., Uzoma Anthonia, C., & Andor Sebastine, E. (2021). Integration of Artificial Intelligence Tool (Ai-Chatbot) into Teaching and Learning: A Panacea for Improving UniversitiesEducational and Administrative Duties in South-South, Nigeria. J Comput Sci Syst Biol, 14, 357. https://www.hilarispublisher.com/open-access/.pdf
Iweuno, B. N., Orekha, P., Ojediran, O., Imohimi, E., & Adu-Twum, H. T. (2024). Leveraging Artificial Intelligence for an inclusive and diversified curriculum. World Journal of Advanced Research and Reviews, 23(2), 1579-1590. https://wjarr.com/sites/default/files/WJARR-2024-2440.pdf
Jatileni, C. N., Sanusi, I. T., Olaleye, S. A., Ayanwale, M. A., Agbo, F. J., & Oyelere, P. B. (2023). Artificial intelligence in compulsory level of education: Perspectives from Namibian in-service teachers. Education and information technologies, 1-28. https://link.springer.com/article/10.1007/s10639-023-12341-z
Nja, C. O., Idiege, K. J., Uwe, U. E., Meremikwu, A. N., Ekon, E. E., Erim, C. M., Ukah, J. U., Eyo, E. O., Anari, M. I. and Cornelius-Ukpepi, B. U., (2023). Adoption of artificial intelligence in science teaching: From the vantage point of the African science teachers. Smart Learning Environments, 10(1), p.42. https://slejournal.springeropen.com/articles/10.1186/s40561-023-00261-x
Oladipo, E. K., Adeyemo, S. F., Oluwasanya, G. J., Oyinloye, O. R., Oyeyiola, O. H., Akinrinmade, I. D., Elutade, O. A., Areo, D. O., Hamzat, I. O., Olakanmi, O. D. and Ayanronbi, I. I., (2024). Impact and challenges of artificial intelligence integration in the African health sector: a review. Trends Med Res, 19(1), pp.220-235. http://dx.doi.org/10.3923/tmr.2024.220.235
Oluyemisi, O. M. (2023). Impact of Artificial intelligence in Curriculum Development in Nigerian Tertiary Education. International Journal of Educational Research, 12(2), 192-211. https://www.ajol.info/index.php/ijer/article/view/270098
Sanusi, I. T., Agbo, F. J., Dada, A. O., Yunusa, A. A., Aruleba, K. D., Obaido, G., Olawumi, O. and Oyelere, S. S., (2024). Stakeholders’ insights on artificial intelligence education: Perspectives of teachers, students, and policymakers. Computers and Education Open, p.100212. https://doi.org/10.1016/j.caeo.2024.100212
Su, J., & Zhong, Y. (2022). Artificial Intelligence (AI) in early childhood education: Curriculum design and future directions. Computers and Education: Artificial Intelligence, 3, 100072. https://doi.org/10.1016/j.caeai.2022.100072
Ukeje, I. O., Elom, C. O., Ayanwale, M. A., Umoke, C. C., & Nwangbo, S. O. (2024). Exploring an innovative educational governance framework: Leveraging artificial intelligence in a stakeholder-driven'Open Campus Model'in South East Nigerian Universities. International Journal of Learning, Teaching and Educational Research, 23(6), 416-440. https://www.ijlter.org/index.php/ijlter/article/view/10496
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2025 Chukwuka Judith Nkolika
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms: (1) Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International. that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal; (2) Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal; (3) Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
JIPPG Visitors Statistic
