Awareness, perception and use of Artificial Intelligence tools by LIS educators in Nigerian Higher institutions
DOI:
https://doi.org/10.70000/cj.2024.72.591Keywords:
Artificial intelligence, teaching and learning, emerging technology, library education, NigeriaAbstract
The advent of Artificial Intelligence (AI) has brought transformative changes across various sectors, including education. In Library and Information Science (LIS), AI tools hold significant potential for enhancing teaching, research, and administrative functions. This study investigates the awareness, perception, and utilization of AI tools by LIS lecturers in Nigerian higher institutions. Data were collected using questionnaires and analysed with the Statistical Product and Service Solution (SPSS), with hypotheses tested via Pearson Product Moment Correlation (PPMC). The findings reveal a high degree of awareness and positive perception towards AI tools among LIS lecturers. Commonly used tools for teaching include ChatGPT, Socrative, ChatPDF, Turnitin, and Gamma. Despite recognizing AI's potential benefits for improving information retrieval, data management, and personalized learning, actual usage remains limited due to challenges such as rapid technological advancement, lack of infrastructure, and resistance to change. All hypotheses were rejected, indicating a significant relationship between awareness, perception, and the use of AI tools in teaching. If measures such as having enhanced AI literacy and training programs for LIS educators, integration of AI into the LIS curriculum, development of institutional policies on AI adoption, and incentives for AI integration, then the challenges observed could be mitigated.
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