Speaker
Description
Ambi, A. A.
Kaduna State College of Education Gidan Waya
akuayuba60@gmail.com
Track: AI, Emerging Technologies and Future Learning
Generative AI tools is increasingly used in higher insulation, yet their impact onlearner- centred Pedagogy remain unclear. This study survey 80 students and staff to examine how Gen AI is used and whether it supports self- regulated learning, and what challenges arise. Results show that while most users find Gen AI useful for completing tasks quickly, very few receive formal training or clear institutional guidelines. Self-regulated learning behaviours such as goal setting, accuracy checking, and reflection are weak. Many respondents admitted to submitting AI-generated content without changes, and there is widespread concern that over-reliance harms critical thinking and encourage laziness. Institutional policies are largely absent, leaving users to navigate ethical and pedagogical dilemmas alone. The paper proposes a human- algorithm framework that positions AI as a structured collaborative partner rather than a shortcut. Key recommendations include mandatory AI literacy training, redesign assessment to prioritise process over product, and sustained professional development for educators. Without deliberate pedagogical scaffolding, Gen AI risks eroding the very skills that higher education aims to develop.