Speaker
Description
Olukoya, A. L.
Sikiru Adetona Collegeo fo Education, Science and Technology, Omu-Ajose
amlateef123@gmail.com
Track: Digital Transformation in Higher Education
Artificial Intelligence (AI) is rapidly transforming higher education by influencing teaching, learning, assessment, research, and institutional administration. As AI-driven technologies become increasingly integrated into educational practice, lecturers’ readiness to adopt and effectively utilise these innovations is crucial to enhancing instructional quality. In addition, digital competence has emerged as a fundamental professional requirement for educators operating within technology-mediated learning environments. Despite growing interest in AI adoption and digital transformation in education, empirical evidence on the combined influence of AI readiness and digital competence on teaching effectiveness remains limited, particularly in teacher education institutions in developing countries. This study, therefore, investigated the predictive influence of AI readiness and digital competence on teaching effectiveness among lecturers in state-owned Colleges of Education in Southwest Nigeria.
A correlational research design was adopted. The study involved 167 lecturers selected through a multi-stage sampling procedure. Data were collected using the Artificial Intelligence Readiness Scale (α = .77), Digital Competence Scale (α = .81), and Teaching Effectiveness Scale (α = .79). Descriptive statistics, Pearson Product-Moment Correlation, and Multiple Regression Analysis were employed for data analysis at the 0.05 level of significance.
The findings revealed significant positive relationships among AI readiness, digital competence, and teaching effectiveness. AI readiness (r = .697, p < .05) and digital competence (r = .785, p < .05) were significantly associated with teaching effectiveness. Jointly, the two predictor variables explained 64% of the variance in teaching effectiveness (R² = .640, F(2,164) = 146.085, p < .05). Digital competence emerged as the stronger predictor (β = .602), while AI readiness also contributed significantly (β = .241).
The study concludes that enhancing lecturers’ digital competence and AI readiness is critical for improving teaching effectiveness and recommends sustained AI-focused professional development initiatives within teacher education institutions.