Artificial Intelligence Competencies and Innovative Teaching Practices among Business Education Lecturers in Public Tertiary Institutions in Delta State, Nigeria
Keywords:
Artificial Intelligence, Artificial Intelligence Competencies, Innovative Teaching Practices, Business Education, LecturersAbstract
This study investigated the influence of artificial intelligence competencies on innovative teaching practices among Business Education lecturers in public tertiary institutions in Delta State, Nigeria. Specifically, the study examined the extent to which lecturers possessed artificial intelligence literacy competencies and artificial intelligence content creation competencies and determined their influence on innovative teaching practices. The study adopted a descriptive survey research design. The population comprised 150 Business Education lecturers from Delta State University, Abraka; University of Delta, Agbor; Federal College of Education (Technical), Asaba; College of Education, Warri; and College of Education, Mosogar. A census sampling technique was adopted, while 147 valid questionnaires representing a 98% response rate were used for data analysis. Data were collected using a researcher-developed questionnaire structured on a four-point Likert scale ranging from High Extent to Low Extent. The instrument was validated by experts, and a Cronbach's alpha reliability coefficient of 0.86 was obtained. The mean and standard deviation were used to answer the research questions, while multiple regression analysis was employed to test the hypotheses at the 0.05 level of significance. The findings revealed that Business Education lecturers possessed artificial intelligence literacy competencies (Grand Mean = 3.12) and artificial intelligence content creation competencies (Grand Mean = 2.89) to a great extent and also demonstrated innovative teaching practices to a high extent (Grand Mean = 2.74). However, the regression analysis showed that artificial intelligence literacy competencies and artificial intelligence content creation competencies did not significantly influence innovative teaching practices, either individually or jointly. The study concluded that although Business Education lecturers possess appreciable artificial intelligence competencies, the adoption of innovative teaching practices is influenced by factors beyond AI competencies alone. The study recommends continuous professional development for lecturers, improved digital infrastructure, and stronger institutional support to facilitate the effective integration of artificial intelligence into Business Education teaching.
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