GROWTH MINDSET, PERCEIVED CURRICULUM RELEVANCE, AND ADMINISTRATIVE SUPPORT AS CORRELATES OF TEACHERS’ ADOPTION OF AI-BASED INSTRUCTIONAL PRACTICES

Abstract

The integration of artificial intelligence (AI) into higher education has the potential to transform
teaching and learning, yet lecturers’ adoption of AI-based instructional practices remains uneven
across Nigerian universities. This study examined the relationship among growth mindset, perceived
curriculum relevance, administrative support and lecturers’ adoption of AI-based instructional
practices at Chukwuemeka Odumegwu Ojukwu University. Guided by a correlational survey design,
the study involved 210 lecturers selected through stratified random sampling. A validated
questionnaire was employed for data collection, with reliability coefficients of .82, .84, and .86 for
growth mindset, curriculum relevance, and administrative support respectively, and .87 for the overall
instrument. Data were analyzed using Pearson’s correlation and multiple regression analyses. Results
indicated that growth mindset, perceived curriculum relevance, and administrative support were each
significantly associated with lecturers’ adoption of AI-based instructional practices. Collectively, the
predictors accounted for 37% of the variance in AI adoption. Administrative support emerged as the
strongest predictor, followed by growth mindset, while curriculum relevance also contributed
significantly though to a lesser extent. The findings underscore the importance of fostering supportive
institutional frameworks, cultivating lecturers’ adaptive mindsets, and aligning curricula with
emerging digital realities to enhance AI adoption in teaching. The study concluded that a holistic
approach involving psychological, curricular, and institutional factors is crucial for advancing
effective AI integration in higher education.