ASSESSING PRE-SERVICE TEACHERS’ ATTITUDES AND UTILISATION OF ARTIFICIAL INTELLIGENCE IN TERTIARY INSTITUTIONS IN OYO STATE, NIGERIA

Abstract

Artificial Intelligence (AI) has emerged as one of the most influential forces reshaping education globally. The effective use of AI in teacher education largely depends on pre-service teachers’ attitudes and readiness to adopt such technologies. This study investigated pre-service teachers’ attitudes and utilisation of Artificial Intelligence (AI) in tertiary institutions in Oyo State, Nigeria. The research adopted a descriptive survey design. The population comprised all pre-service teachers in a college of education in the state, and a sample of 90 participants was randomly selected. Data were gathered using a structured questionnaire titled Pre-service Teachers’ Attitudes and Utilisation of Artificial Intelligence Questionnaire (PSTAUAIQ), which was validated by experts and yielded a reliability coefficient of r = 0.79. The data were analysed using mean, standard deviation, and Pearson Product Moment Correlation at a 0.05 significance level. Findings revealed that pre-service teachers had a generally positive attitude towards AI (weighted mean = 2.91) but a moderate level of utilisation (weighted mean = 2.42). The results also indicated a significant positive relationship between attitude and utilisation (r = 0.352, p < 0.05). The study concludes that although pre-service teachers recognise the value of AI in improving learning and instructional efficiency, its actual use remains constrained by limited access, inadequate exposure, and insufficient institutional support. Hence, teacher education programmes must prioritise AI literacy and integration skills to prepare graduates for technology-enhanced classrooms. It is therefore recommended that tertiary institutions should provide targeted training, infrastructural support, and curriculum reforms to enhance AI literacy among pre-service teachers