TEACHERS’ READINESS AND COMPETENCE IN INTEGRATING AI-BASED EDUCATIONAL TOOLS IN COMPUTER STUDIES CLASSROOMS IN NNEWI EDUCATION ZONE, ANAMBRA STATE, NIGERIA

Abstract

The study examined teachers’ readiness and competence in integrating Artificial Intelligence (AI)-based educational tools in Computer Studies classrooms within the Nnewi Education Zone of Anambra State, Nigeria. Using A descriptive survey design, data were collected from 24 Senior Secondary II Computer Studies teachers across 48 public secondary schools in Nnewi Education zones. No sampling was done as the population was manageable. A self-structured 30-item questionnaire titled Teachers’ AI Integration Readiness and Competence Scale (TAIRCS) was used for data collection, with a reliability coefficient of 0.85 (Cronbach's Alpha). Data were analyzed using mean and standard deviation to address the research questions. Results indicated a moderate level of readiness among Computer studies teachers toward integrating AI-based tools, with higher readiness in awareness and attitude but low competence in AI tool utilization. The study concluded that although teachers demonstrated willingness to integrate AI technologies, inadequate training and insufficient access to AI-based resources limited effective implementation. It was recommended that regular capacity-building workshops, improved digital infrastructure, and the inclusion of AI literacy in teacher education curricula be prioritized to promote effective integration of AI tools in SII Computer Studies classrooms.