{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,1,20]],"date-time":"2026-01-20T01:47:23Z","timestamp":1768873643803,"version":"3.49.0"},"reference-count":23,"publisher":"Springer Science and Business Media LLC","issue":"1","license":[{"start":{"date-parts":[[2025,11,18]],"date-time":"2025-11-18T00:00:00Z","timestamp":1763424000000},"content-version":"tdm","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0"},{"start":{"date-parts":[[2025,11,18]],"date-time":"2025-11-18T00:00:00Z","timestamp":1763424000000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0"}],"content-domain":{"domain":["link.springer.com"],"crossmark-restriction":false},"short-container-title":["Discov Artif Intell"],"abstract":"<jats:title>Abstract<\/jats:title>\n                  <jats:p>\n                    This study investigates lecturers\u2019 views on the effectiveness of artificial intelligence (AI) tools in Nigerian higher education and analyzes the influence of gender and academic cadre on these perceptions. Despite a growing global focus on AI adoption in education, there is a limited body of research exploring gender-based and cadre based perceptions of AI among higher education lecturers in Nigeria. With the increasing use of General AI and Generative AI (GenAI) tools by students for academic tasks, questions have emerged around academic integrity, student dependence, and reduced critical thinking. The research was conducted at the Faculty of Education, Nnamdi Azikiwe University, Awka, Nigeria, using a quantitative survey approach. A structured 20-item questionnaire was distributed to 64 lecturers across various departments. Responses were analyzed using descriptive statistics and Mann\u2013Whitney U tests, with a significance level set at\n                    <jats:italic>p<\/jats:italic>\n                    \u2009\u2264\u20090.05. Findings show that lecturers expressed moderate concern about AI integration (Mean\u2009=\u20093.62), particularly with its potential to affect student learning behaviors. Views on the effectiveness of AI tools were also moderate (Mean\u2009=\u20093.05), with male lecturers and those in professorial roles rating AI more positively, though only gender-based attitudes toward AI use were statistically significant (\n                    <jats:italic>p<\/jats:italic>\n                    \u2009=\u20090.041). While female lecturers reported slightly higher concern, and male lecturers showed more favorable attitudes overall, the differences in concern and perceived effectiveness were not significant. Academic cadre did not produce any significant differences across the measured areas. Despite some variations, most lecturers expressed a shared readiness to discuss and engage with AI, as well as a clear need for training and support to ensure responsible and effective use in teaching. The findings suggest that while lecturers are not opposed to AI in education, their support depends on addressing ethical concerns and providing adequate institutional backing.\n                  <\/jats:p>","DOI":"10.1007\/s44163-025-00452-0","type":"journal-article","created":{"date-parts":[[2025,11,18]],"date-time":"2025-11-18T10:53:25Z","timestamp":1763463205000},"update-policy":"https:\/\/doi.org\/10.1007\/springer_crossmark_policy","source":"Crossref","is-referenced-by-count":1,"title":["Artificial intelligence adoption in higher education in Nigeria"],"prefix":"10.1007","volume":"5","author":[{"given":"Lydia I.","family":"Eleje","sequence":"first","affiliation":[]},{"given":"Nneka C.","family":"Ezeugo","sequence":"additional","affiliation":[]},{"given":"Nkechi P. M.","family":"Esomonu","sequence":"additional","affiliation":[]},{"given":"Ifeoma C.","family":"Metu","sequence":"additional","affiliation":[]},{"given":"Elizabeth I.","family":"Anierobi","sequence":"additional","affiliation":[]},{"given":"Njideka G.","family":"Mbelede","sequence":"additional","affiliation":[]},{"given":"Kingsley C.","family":"Nwosu","sequence":"additional","affiliation":[]},{"given":"Victor U.","family":"Ezeonwumelu","sequence":"additional","affiliation":[]},{"given":"Florence N.","family":"Ufearo","sequence":"additional","affiliation":[]},{"given":"George U.","family":"Eleje","sequence":"additional","affiliation":[]}],"member":"297","published-online":{"date-parts":[[2025,11,18]]},"reference":[{"issue":"A","key":"452_CR1","doi-asserted-by":"publisher","first-page":"124167","DOI":"10.1016\/j.eswa.2024.124167","volume":"252","author":"S Wang","year":"2024","unstructured":"Wang S, Wang F, Zhu Z, Wang J, Tran T, Du Z. Artificial intelligence in education: a systematic literature review. Expert Syst Appl. 2024;252(A):124167. https:\/\/doi.org\/10.1016\/j.eswa.2024.124167.","journal-title":"Expert Syst Appl"},{"key":"452_CR2","doi-asserted-by":"publisher","first-page":"59","DOI":"10.24310\/ijne.14.2024.20505","volume":"14","author":"O Opesemowo","year":"2024","unstructured":"Opesemowo O. Artificial intelligence in education, bridging community gap: a phenomenological approach. Int J New Educ. 2024;14:59\u201379. https:\/\/doi.org\/10.24310\/ijne.14.2024.20505.","journal-title":"Int J New Educ."},{"issue":"1","key":"452_CR3","first-page":"14","volume":"59","author":"W Holmes","year":"2021","unstructured":"Holmes W, Bialik M, Fadel C. Artificial intelligence in education: promises and implications for teaching and learning. 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This study did not involve medical procedures or vulnerable populations requiring ethical approval by a clinical or medical ethics board. Participation was voluntary, and all data were collected anonymously. All participants were informed of the purpose of the study and participated voluntarily. Informed consent was obtained from all individual participants included in the study.","order":2,"name":"Ethics","group":{"name":"EthicsHeading","label":"Ethics approval and consent to participate"}},{"value":"Not applicable.","order":3,"name":"Ethics","group":{"name":"EthicsHeading","label":"Consent for publication"}},{"value":"The authors declare no competing interests.","order":4,"name":"Ethics","group":{"name":"EthicsHeading","label":"Competing interests"}}],"article-number":"335"}}