Speaker
Description
Amos, D. L.
College of Education, Billiri, Gombe State
lukadanga250@gmail.com
Track: Digital Pedagogy and Teaching Innovation
The emergence of Artificial Intelligence (AI) is reshaping teaching and learning practices across higher education institutions worldwide. While universities are increasingly embracing AI-driven educational innovations, little is known about the preparedness of lecturers in Colleges of Education, which serve as the primary institutions for teacher preparation in Nigeria. This study investigates the extent to which Artificial Intelligence literacy predicts digital pedagogical readiness among lecturers in Colleges of Education in Nigeria. A correlational survey design will be adopted. The study population comprises lecturers in federal and state Colleges of Education, in North-East, Nigeria. A sample of 450 lecturers will be selected through a multistage sampling procedure. Data will be collected using the Artificial Intelligence Literacy Scale (AILS) and the Digital Pedagogical Readiness Questionnaire (DPRQ). Descriptive statistics will be used to determine lecturers’ levels of AI literacy and digital pedagogical readiness, while Pearson Product Moment Correlation and Multiple Regression analyses will test the predictive influence of AI literacy on digital pedagogical readiness. The study is anchored on the Technology Acceptance Model (TAM). Findings are expected to reveal significant relationships between lecturers’ AI competencies and their readiness to integrate digital technologies into instructional practices. The study will provide evidence-based recommendations for strengthening AI capacity-building programmes and institutional digital transformation initiatives within Colleges of Education. The findings are expected to contribute to the development of future-ready teacher education institutions capable of preparing teachers for technology-enhanced learning environments.