Speaker
Description
Adeniran, O. O.
SIKIRU ADETONA COLLEGE OF EDUCATION, SCIENCE AND TECHNOLOGY, OMU-AJOSE, OGUN STATE NIGERIA
tuseas1@yahoo.co.uk
Track: Digital Pedagogy and Teaching Innovation
OKUSANYA, Oluwatosin, Adeniran
Department of Educational Psychology, School of Education
Sikiru Adetona College of Education, Science and Technology, Omu-Ajose, Ogun State, Nigeria
Email: tuseas1@yahoo.co.uk
Tel: +2348034430988
Abstract
The emergence of Artificial Intelligence (AI) and advanced EdTech is fundamentally reshaping the knowledge landscape. Despite this, higher education institutions face a readiness gap, where rapid technological adoption often lacks a pedagogical foundation, resulting in concerns about academic integrity and the digital divide. This study aims to explore the transformative potential of AI in fostering adaptive learning environments, to assess institutional capacity for AI integration, and to propose ethical frameworks for its deployment. To achieve these objectives, the study employed a qualitative multiple-case study methodology, conducting an in-depth investigation into four higher education institutions currently implementing AI-driven initiatives. Data collection was performed through purposive sampling, involving semi-structured interviews with 40 stakeholders, including academic deans, AI developers, and students, alongside a documentary analysis of institutional AI policy frameworks and syllabi integration plans. Using Thematic Content Analysis supported by NVivo software, the study coded institutional responses to categorize challenges in academic integrity and pedagogical adaptation. Additionally, the research utilized the Community of Inquiry (CoI) framework to evaluate how AI tools impact social, cognitive, and teaching presence in virtual learning environments. This methodological approach allowed for a nuanced understanding of the intersection between technological capability and human-centered pedagogical needs. Findings indicate that while AI-driven tools significantly improve personalization and administrative efficiency, their effectiveness depends on human-AI collaboration and robust ethical oversight. The study concludes that the future of learning lies in "AI-augmented intelligence" rather than automation. It is recommended that institutions: establish clear AI-governance policies; foster AI literacy for both staff and students; invest in scalable, interoperable EdTech infrastructure; prioritize human-centric learning design; and establish inter-institutional partnerships to share best practices in AI innovation.
Keywords: Artificial Intelligence, EdTech, Future Learning, Institutional Strategy, Higher Education