Project – A Study on the Digital Competency and AI Integration Readiness of Teachers in Senior Secondary Schools

CHAPTER ONE

INTRODUCTION

1.1 Background to the Study

The 21st century has witnessed an unprecedented rise in digital technologies, with Artificial Intelligence (AI) emerging as one of the most transformative forces across various sectors. In education, the integration of these technologies is becoming a necessity rather than a luxury. Senior secondary schools, being a critical stage in the academic development of students, are under increasing pressure to adopt innovative digital tools to enhance teaching and learning processes. These tools include online learning platforms, digital assessment systems, virtual simulations, and more sophisticated AI-driven applications such as adaptive learning software and predictive analytics tools.

The push towards digital transformation in education has made digital competency a key requirement for educators. Digital competency encompasses a teacher’s ability to effectively use digital tools and platforms to deliver content, assess student performance, manage virtual classrooms, and encourage responsible digital citizenship among learners. As technology becomes more embedded in the education system, a teacher’s proficiency in navigating and applying these tools significantly influences the quality of instructional delivery and student engagement. Thus, digital competence is no longer optional; it is essential for modern teaching effectiveness.

Parallel to digital competency is the concept of AI integration readiness. This refers to how prepared teachers are to incorporate AI technologies into their pedagogical practices. AI integration requires not just technical know-how but also awareness of its potentials and limitations, a positive attitude toward innovation, and access to institutional support systems. Readiness also implies the existence of necessary infrastructure and policies to facilitate smooth adoption. Globally, educational reforms now include AI literacy programs, teacher training on emerging technologies, and curriculum redesigns to accommodate digital transformation.

However, the reality in developing countries like Nigeria presents a contrasting picture. Despite policy intentions and pilot programs, several systemic issues hamper progress. Many teachers lack regular exposure to digital training opportunities, and schools often struggle with inadequate infrastructure such as internet access, electricity, and up-to-date digital devices. Resistance to change, low digital literacy among educators, and a lack of clear implementation frameworks also contribute to the slow pace of technological adoption. These challenges significantly limit teachers’ ability to achieve digital competence or develop confidence in using AI-based tools.

The Nigerian National Policy on Education (2013) acknowledges the importance of ICT integration in the educational system and highlights the need for regular training and retraining of teachers in digital skills. Yet, available evidence suggests a wide gap between policy formulation and actual practice in schools. Research by Afolabi and Loto (2020) as well as Adeoye (2023) confirms that a large proportion of teachers in Nigerian senior secondary schools are neither digitally proficient nor adequately informed about the application of AI in teaching and learning. This digital disconnect continues to undermine educational innovations and the capacity to prepare students for a knowledge-driven economy.

Therefore, it is crucial to assess the current level of digital competency and AI integration readiness among senior secondary school teachers in Nigeria. Doing so will provide valuable insights for policymakers, educators, and other stakeholders in the education sector. It will also highlight areas that require urgent intervention—such as professional development, resource allocation, and policy implementation—to ensure that teachers are empowered to deliver quality, future-focused education. Such an assessment is necessary for Nigeria to align with global trends in educational technology and to secure better outcomes for its learners in a digitally competitive world.

1.2 Statement of the Problem

The global education landscape is rapidly evolving with the increasing integration of digital technologies and artificial intelligence (AI). These tools offer immense possibilities for transforming instructional delivery, enhancing student learning experiences, and streamlining educational administration. However, in the context of Nigeria’s senior secondary schools, many teachers are not adequately equipped to take advantage of these technological innovations. While other countries are progressing towards AI-enhanced and digitally empowered classrooms, a significant proportion of Nigerian educators remain unprepared, lacking the skills, confidence, and institutional support required to adapt to this shift.

Although digital learning platforms and AI-powered applications are gaining traction in some parts of the world, Nigerian teachers often face significant barriers in adopting such tools. These include limited exposure to technology during teacher training, a general lack of ongoing professional development, and an insufficient understanding of how AI can be practically applied in educational settings. In addition, many teachers struggle with the basic use of digital tools, making it even more challenging to explore advanced technologies like AI. These issues hinder their ability to use educational technology effectively and to cultivate 21st-century skills among students.

Over the years, the Nigerian government has introduced several policies and initiatives aimed at enhancing ICT use in schools. These include the provision of computer laboratories, internet facilities, and basic ICT training. However, these initiatives often prioritize infrastructure development over teacher capacity building. As a result, the human element—teachers’ readiness and competence—remains a neglected aspect of the digital transformation agenda. Without adequately trained teachers, even the most sophisticated technologies may go underutilized or misapplied in the classroom.

There is also a significant gap in empirical data that clearly identifies the current state of teachers’ digital competencies and their preparedness for AI integration in the Nigerian education system. Most existing studies focus on ICT availability or students’ use of technology, with minimal attention given to teachers as the drivers of instructional innovation. This lack of data makes it difficult for stakeholders, including policymakers and educational planners, to design targeted interventions. Without a clear understanding of the current readiness level of teachers, the risk remains that technology investments will not translate into meaningful educational outcomes.

This study, therefore, seeks to fill this critical knowledge gap by assessing the digital competency and AI integration readiness of teachers in senior secondary schools. It aims to identify the key challenges teachers face, including infrastructural, pedagogical, and attitudinal barriers, as well as the opportunities available to enhance their capacity. By exploring these issues, the research will provide valuable insights into how Nigeria can effectively equip its educators for the demands of a digital and AI-driven educational future, ultimately ensuring that students are not left behind in the global knowledge economy.

1.3 Objectives of the Study

The main objective of this study is to examine the digital competency and AI integration readiness of teachers in senior secondary schools. The specific objectives are to:

1. Assess the level of digital competency among teachers in senior secondary schools.
2. Examine the extent of teachers’ awareness and understanding of AI tools in education.
3. Evaluate teachers’ readiness to integrate AI in classroom instruction.
4. Identify the challenges faced by teachers in acquiring digital and AI integration skills.

1.4 Research Questions

To achieve the objectives of this study, the following research questions are posed:

1. What is the current level of digital competency among teachers in senior secondary schools?
2. How aware are teachers of the role and benefits of AI in education?
3. To what extent are teachers ready to integrate AI tools into their instructional practices?
4. What challenges do teachers face in becoming digitally competent and AI-ready?

1.5 Research Hypothesis

To further guide the study, the following hypothesis are formulated:

H₀: There is no significant relationship between teachers’ digital competency and their readiness to integrate AI in classroom instruction.

H₁: There is a significant relationship between teachers’ digital competency and their readiness to integrate AI in classroom instruction.

1.6 Significance of the Study

This study holds considerable importance in the ongoing discourse on digital transformation in education, particularly within the context of developing countries like Nigeria. By focusing on the digital competency and AI integration readiness of teachers in senior secondary schools, it provides much-needed empirical data on an area that has received relatively little attention. The insights generated will help bridge the information gap that currently hinders effective policymaking and strategic planning in education technology implementation.

One major contribution of the study is its potential to inform educational policymakers. With concrete evidence on the current state of teachers’ digital preparedness, decision-makers at both the state and federal levels can make informed choices about where and how to allocate resources for maximum impact. For instance, findings from the research can guide the design and implementation of targeted professional development programs that address specific weaknesses in teachers’ digital and AI-related competencies. Such informed interventions are more likely to yield sustainable improvements in teaching quality and educational outcomes.

The study is also highly valuable to school administrators and educational managers. It will provide them with a clear understanding of the digital and technological support teachers require in the classroom. Administrators can use this knowledge to invest in appropriate digital tools, organize in-house training sessions, and create a culture that encourages continuous technological adaptation among teaching staff. By equipping teachers with the necessary skills and resources, schools can become better positioned to meet 21st-century learning demands.

Furthermore, teacher training institutions and faculties of education stand to benefit from the findings. The research underscores the urgent need for curriculum reform that includes digital literacy and AI education for pre-service teachers. By integrating modules that focus on AI applications in pedagogy, instructional design, and classroom management, these institutions can produce a new generation of educators who are technologically confident and adaptable to modern classroom realities. This would lay the foundation for a more sustainable digital transformation in the education sector.

Students are also indirect beneficiaries of this study. When teachers possess strong digital skills and are comfortable integrating AI tools into their teaching practices, student engagement, participation, and academic performance are likely to improve. Interactive digital platforms, personalized learning paths, and AI-supported assessments can help students grasp complex concepts more easily and enjoy more inclusive and differentiated learning experiences. As such, empowering teachers ultimately leads to improved student learning outcomes and a more equitable education system.

Lastly, the study contributes to the broader body of literature on educational technology and innovation in sub-Saharan Africa. It provides a contextualized analysis of the realities faced by Nigerian teachers, which can serve as a benchmark for similar studies in other countries with comparable socio-economic and educational environments. Scholars and researchers can build on the findings to explore deeper dimensions of digital transformation in education, evaluate the long-term impact of AI integration, and propose scalable models for technology adoption in low-resource settings.

1.7 Scope of the Study

The study examines the Digital Competency and AI Integration Readiness of Teachers in Senior Secondary Schools in Omoku, Rivers State. It targets teachers across various subject areas. The research emphasizes digital competency and AI integration readiness, excluding general ICT literacy not related to classroom application. The study covers aspects such as digital tool usage, AI awareness, teacher training, and institutional support.

1.8 Operational Definition of Terms

Digital Competency: The knowledge, skills, and attitudes required by teachers to effectively use digital technologies for teaching and learning.

AI Integration Readiness: The degree to which teachers are prepared, both technically and psychologically, to adopt and use AI tools in educational practices.

Senior Secondary School: The final three years of secondary education in Nigeria (SS1–SS3).

AI in Education: The application of artificial intelligence technologies to personalize learning, automate grading, analyze learning data, and support educational administration.

ICT Tools: Technologies such as computers, tablets, digital whiteboards, and educational software used in the teaching-learning process.

Project – A Study on the Digital Competency and AI Integration Readiness of Teachers in Senior Secondary Schools