Relationship Between Effective Implementation and Utilization of Artificial Intelligence and Promoting Quality Education Among Teacher Educators in Delta State

Abstract

This study assessed the factors of teacher preparedness and government policy support in order to examine the relationship between effective implementation and utilization of Artificial Intelligence (AI) and promoting quality education among teacher educators in Delta State. Adopting a descriptive survey research design, the study targeted all teacher educators in Delta State public secondary schools, comprising junior and senior secondary levels, with a population of 14,000 educators. Using purposive sampling, Delta State was selected for its suitability in examining technology utilization in secondary schools, and a sample size of 2,640 teachers was drawn. Data collection involved a structured questionnaire titled “Implementation and Utilization of Artificial Intelligence among Teacher Educators Questionnaire (IUAITEQ).” Descriptive statistical tools such as frequency counts, mean scores, and standard deviation were used for analysis, while hypotheses were tested using the Product Moment Correlation Coefficient (r). The findings reveal critical gaps in teacher preparedness in AI utilization and government policies that supports the need for AI implementation. Recommendations include providing comprehensive AI-related pre-service and in-service training for educators. Furthermore, partnerships between educational institutions and technology firms are encouraged to improve access to AI tools and expertise thereby improving the quality of teaching and learning experiences.