INNOVATIVE TEACHING IN BUSINESS EDUCATION: EXPLORING LECTURERS’ PERCEPTIONS AND ADOPTION OF AI-POWERED TECHNOLOGIESIN SOUTH-EAST NIGERIAN UNIVERSITIES

Abstract

This study determined Business Education Lecturers’ perceptions and adoption of AI-powered teaching technologies for instructional practices in South-East, Nigerian universities. Two research questions and one null hypothesis guided the study. The study adopted survey research design. The population of the study consisted of 128 Business Education Lecturers in public universities in South-East, Nigeria offering Business Education programme, and census sampling method was employed. There was no sapling were studied without sampling. A-16 item structured questionnaire titled Innovative Teaching in Business Education Programme: Lecturers’ Perceptions and Adoption of AI-Powered Technologies for Instructional Practices Questionnaire (ITBEP-LPAAITIPQ) were used for data collection. The face validity of the instrument was ascertained by three expert judgments from the field of business education and measurement and evaluation. The reliability of the instrument calculated using Cronbach Alpha formula yielded correlation coefficients of .81 and .84 for clusters B1 and B2 respectively with an overall reliability coefficient of .83 obtained. The researcher, with the help of five research assistants, administered copies of the questionnaire to the respondents. Mean, standard deviation and t-test were used for data analysis. Findings of the study revealed that that Business Education Lecturers had positive perception towards the adoption of AI-powered technologies for instructional practices, Business Education lecturers disagree that they adopt majority of AI-powered technology for instructional practices. The study also found that ownership of university was a significant factor on respondents’ adoption of AI-powered technologies for instructional practices. The research concluded that while Business Education lecturers in South-East Nigerian universities hold positive perceptions toward adoption of AI technologies, their actual adoption for instructional practices remains low. It was recommended that Federal and State government and university management in South-East, Nigeria should sponsor regular workshops and training for Business Education Lecturers to improve their competence and confidence in adopting AI technologies for instructional purposes.