Teachers’ Adoption of Artificial Intelligence for Classroom Practice in Nigerian Secondary Schools: A UTAUT-Informed Assessment of Use, Competence, and Barriers

Abstract

Effective integration of Artificial Intelligence in the classroom requires pedagogically purposeful use, yet empirical evidence on how secondary school teachers in Nigeria adopt AI for classroom practice remains limited. This study assessed teachers’ adoption of AI for classroom practice in Nigerian secondary schools by examining use, perceived usefulness of AI tool categories, self-reported competence, and adoption barriers. The study employed a descriptive survey design. A total of 1,012 secondary school teachers drawn from the six geopolitical zones of Nigeria participated in the study. Data were collected using the Teachers’ AI Adoption Questionnaire, adapted from the UNESCO AI Competency Framework for Teachers, and analyzed using frequencies, percentages, and mean scores. From findings,  39.8% of the teachers reported using at least one AI tool in their instructional practice, indicating that adoption remains limited. General AI assistance tools were identified as the most useful category, while assessment tools and development platforms were rarely mentioned. Teachers reported an overall mean competence score of 3.93 out of 5, indicating an above-average level of self-reported competence. In addition, 57.8% of the teachers reported experiencing challenges in adopting AI for classroom instruction. AI adoption among secondary school teachers in Nigeria is still emerging and appears to be concentrated in general-purpose tools rather than specialized educational AI applications. The findings suggest the need for targeted teacher professional development, improved digital infrastructure, and school-level AI governance aligned with national policies and international competency guidance.  The study also recommends  the inclusion of AI in education courses for  pre-service and in-service teachers.