TEACHERS’ READINESS AND CHALLENGES IN INTEGRATING ARTIFICIAL INTELLIGENCE TOOLS IN TEACHING COMPUTER STUDIES AT THE SECONDARY SCHOOL LEVEL

Abstract

This study investigated teachers' readiness and challenges in integrating artificial intelligence tools in
teaching computer studies at the secondary school level in Anambra State, Nigeria. Three research
questions guided the investigation while three hypotheses were tested. The population comprised 148
computer studies teachers in public secondary schools across the 21 Local Government Areas of
Anambra State, from which a sample of 108 teachers was selected using multi-stage sampling
technique, though 103 teachers participated in the study. Data were collected using a researcher
designed structured questionnaire titled the "Teachers' Readiness for AI Integration Questionnaire"
(TRAIQ) and the "Challenges in AI Integration Questionnaire" (CAIQ), The collected data were
analyzed using descriptive statistics (means, standard deviations, and percentages) and Pearson
Product Moment Correlation, with hypotheses tested using t-test and correlation analysis at 0.05 level
of significance. The findings revealed that computer studies teachers demonstrated low overall
readiness for AI integration, with self-efficacy recording the lowest dimension while ethical
awareness was highest. Teachers faced substantial challenges in AI integration, with inadequate ICT
infrastructure, lack of training, and financial constraints being the most critical barriers. A significant
negative relationship existed between teacher readiness and integration challenges. The study
recommended that educational authorities should implement comprehensive professional development
programs addressing the four dimensions of teacher readiness while simultaneously investing in ICT
infrastructure and institutional support systems to facilitate successful AI integration in secondary
computer studies education.