Nigerian Journal of Business Education (NIGJBED)
Official website of the Nigerian Journal of Business
Association of Business Educators of Nigerian (ABEN)
EXAMINING THE IMPACT OF RESOURCE MANAGEMENT, SELF-EFFICACY, AND MOTIVATION ON DEEP LEARNING IN A VIRTUAL LEARNING ENVIRONMENT: A PLS-SEM APPROACH
This study explores the impact of resource management and motivation on deep learning outcomes within virtual learning environments among students from Technical and Vocational Education and Training (TVET) institutions in Kenya. Effective resource management and motivation are crucial factors that influence educational success, and understanding their effects on deep learning can enhance educational practices. Data was collected from 487 students through a structured survey administered via Survey Monkey, with a preliminary pilot test conducted to ensure the survey‘s clarity. The analysis involved exploratory factor analysis and Partial Least Squares structural equation modeling (PLS-SEM). The findings indicate that effective resource management has a significant positive impact on deep learning outcomes and student motivation. Specifically, motivation and resource management were both found to significantly affect deep learning, with motivation exhibiting the strongest direct influence. Resource management also positively impacts self-efficacy, which subsequently enhances deep learning. The model explained a substantial portion of the variance in deep learning, highlighting the complex interplay between these factors. Based on these results, it is recommended that educators focus on improving resource management by providing diverse and accessible learning tools and support systems. Additionally, motivational strategies should be implemented to engage students and foster their intrinsic interest in learning. Also, by integrating these findings into virtual learning frameworks, educational institutions can create environments that better support deep learning and improve student performance. Future research should consider exploring additional factors that influence deep learning and evaluating the effectiveness of specific resource management practices in various educational contexts. Keywords: Resource Management, Motivation, Deep Learning, VLE
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LIMITED KNOWLEDGE RELATED-CHALLENGES OF ARTIFICIAL INTELLIGENCE IN BUSINESS AND ENTREPRENEURSHIP EDUCATION RESEARCH
This paper studied limited knowledge related-challenges of artificial intelligence in business and entrepreneurship education research. Three research questions and three null hypotheses guided the study. The study adopted a descriptive survey design. The population of the study comprised 41 business educators in tertiary institutions in Ebonyi State, Nigeria. Census survey sampling technique was used. A structured questionnaire was used. The questionnaire was validated by three experts, two from Business Education Department and one from Measurement and Evaluation, all from Ebonyi State University, Abakaliki. Cronbach Alpha reliability procedure was used. The instrument yielded a reliability coefficient of 0.82. Forty one (41) copies of the instrument were administered to the respondents and retrieved.Data collected was analyzed using mean and standard deviation for research questions while the hypotheses were tested at 0.05 level of significance using t-test. The findings of the study found that the respondents accepted limited Knowledge related-challenge of paraphrasing AI, citation management AI and data analytic AI in business and entrepreneurship education research. The test of the hypotheses proved that there is no significant difference in the opinion ofmale and female respondents regarding the limited knowledge-related challenge of paraphrasing AI, citation management AI and data analytic AI in Business and Entrepreneurship Education Research. In conclusion,business and entrepreneurship education researchers in the study area had limited knowledge ofArtificial Intelligence (AI) for research.The recommendation among others was that awareness programmes should be organized to business and entrepreneurship education researchers to ensure comprehensionof AI concept, use cases and potential effects. Keywords: Artificial Intelligence (AI), Business and Entrepreneurship Education, Research, Limited Knowledge, Related-Challenges
TRAINING USING ARTIFICIAL INTELLIGENCE (AI) AND UPSKILLING OF BUSINESS EDUCATION FRESH GRADUATES FOR THE WORLD OF WORK
This study determined the up-skilling level of pre-training skills and post-training skills possessed by fresh graduates of business education for the future of jobs using AI tools. The study answered one research question -What is the up-skilling level of pre- and post-training skills possessed by fresh graduates of business education for the future of jobs using AI tools? The study also tested one null hypothesis, ―There is no significant influence of pre- and post-training skills possessed by fresh graduates of business education on up-skilling for the future of jobs using AI tools‖.The ex post facto designs were adopted. This study was undertaken in Nigeria, and delimited to Cross River State, using graduates from the two public universities, the University of Cross River State (UNICROS), and the University of Calabar, Calabar (UNICAL). The population of the study was 205 fresh graduates, and 120 respondents were selected using an accessible sampling technique. Pre- and post-training competency (skills) analysis generated data analysed using item-by-item analysis graded in percentages for answers to research questions and Simple Linear Regression for the test of the null hypothesis. Findings reveal a high up-skilling level of pre-and post-training skills possessed by fresh graduates of business education for the world of work for the answer to the only research question; and significant influence of pre- and post-training skills possessed by fresh graduates of business education on up-skilling for the future of jobs using AI tools. Based on the findings made, it is concluded that training will continue to be meaningful and address the skill needs of fresh graduates with the potency to reposition them for the present and future of jobs. Again, the delivery of business education holds bright prospects for graduates with the use of AI and other modern tools. Based on the conclusion drawn, it is recommended that stakeholders in business education, especially lecturers, government training agencies, and industries should expose undergraduates to training with the use of AI tools. This would, therefore, prepare fresh graduates for the future of work with, or without training after graduation. This is necessary because not all organisations may engage graduates with the hope of training before the commencement of job schedules. Keywords: Business education,fresh graduates,artificial intelligence,training, skills, future jobs
INTEGRATION OF ARTIFICIAL INTELLIGENCE IN TEACHING AND LEARNING OF OFFICE TECHNOLOGY AND MANAGEMENT (OTM) PROGRAMME IN POLYTECHNICS IN SOUTH EAST, NIGERIA
The study assessed the integration of Artificial Intelligence in teaching and learning of Office Technology and Management (OTM) programme in polytechnics in South East, Nigeria.It adopts the descriptive survey design. Two research questions and two hypotheses guided the study. Population consisted of 89 Office Technology and Management (OTM) lecturers in public polytechnics in South- East, Nigeria. No sample was used because the population is manageable. The instrument was validated by experts in Office Technology and Management, measurement and evaluation from AkanuIbiam Federal Polytechnic, Unwana and Michael Okpara University of Agriculture, Umudike. Cronbach alpha was used to ascertain the reliability of the instrument with coefficient of 0.75. Mean was used to answer the research questions and standard deviation to ascertain the closeness and homogeneity of the responses while t-test was used to test the hypotheses. Findings of the study revealed that there is a positive influence of chatbots and simulations in teaching and learning of Office Technology and Management (OTM) programme in Polytechnics in South East, Nigeria. The findings further showed no significant difference in the mean ratings of male and female Office Technology and Management (OTM) lecturers on the integration of Artificial Intelligence in teaching and learning of Office Technology and Management in public polytechnics in South-East, Nigeria. It was concluded that Office Technology and Management lecturers agreed that Artificial Intelligence chatbots and simulation have positive influence on teaching and learning of OTM programme in polytechnics in South East, Nigeria. Artificial Intelligence fosters critical thinking, problem solving skills and deeper understanding of complex business system which cater for individual learning styles and needs, optimizing learning outcomes and maximizing students‟ potentials. It was recommended among others that polytechnic stakeholders should train and support programmes that will equip Office Technology and Management (OTM) lecturers with the skills to effectively design, integrate and utilize various AI tools in their instructional delivery. Government should provide adequate technological infrastructure and technical support to facilitate integration and utilization of Artificial Intelligent tools in Nigerian polytechnics. Keywords: Integration, Artificial Intelligence, Teaching and Learning, Office Technology and Management, Polytechnics.
EMPOWERING STUDENTS WITH VALUABLE SKILLS FOR ENTREPRENEURSHIP THROUGH INTEGRATING ARTIFICIAL INTELLIGENCE (AI) INTO WORD PROCESSING ACTIVITIES
This paper explores the intersection of education, entrepreneurship and artificial intelligence (AI) by investigating the integration of AI into wordprocessing activities to empower students with essential skills for entrepreneurship. In today‟s rapidly evolving world where entrepreneurship is hailed as the cornerstone of economic growth, there is growing need to equip students with the knowledge and skills necessary to thrive in an increasingly automated world of rapid advancement of AI. By integrating AI tools such as natural language processing (NLP), data analysis, automation and machine learning algorithms into wordprocessing activities, students can enhance their problem-solving abilities, develop critical thinking and develop deeper understanding of how technology can be leveraged in real-world scenarios for entrepreneurship success. This paper examines various AI powered tools and techniques that can enhance traditional wordprocessing tasks, such as automated content generation, sentiment analysis and text summarization. Furthermore it discusses the potential benefits and challenges of integrating AI into educational settings and propose strategies for effective implementation.The paper advocates for leveraging AI in education to cultivate an entrepreneurial mindset and empower students with valuable skills for future workplace. Key words: Empowerment, Artificial Intelligence (AI) Word Processing Activities, Valuable Skills
APPLICATION OF ARTIFICIAL INTELLIGENCE IN COURSE DELIVERY BY BUSINESS EDUCATORS IN PUBLIC UNIVERSITIES IN CROSS RIVER STATE, NIGERIA
The study determined application of artificial intelligence in service delivery among business educators in public universities in Cross River State, Nigeria. Two research questions and two hypotheses guided the study. The population of the study was 48 business educators drawn from the two public universities in the State namely: University of Calabar and University of Cross River State. The entire population was studied since it was small and manageable. The instrument for data collection was structured questionnaire titled: Application of Artificial Intelligence in Business Education Course Delivery Questionnaire (AAIBECODEQ) which was validated by three experts: two in Business Education and one in Measurement and evaluation, in the Department of Business Education and Department of Educational Foundations, University of Calabar respectively. The Cronbach Alpha reliability index was used to determine the overall reliability coefficient of 0.85. Out of 48 copies of questionnaire administered, 45 copies were successfully retrieved. Mean and standard deviation were used to answer the research questions while independent t-test was used to test the hypotheses at 0.05 level of significance. The findings revealed problems and prospects of effective application of AI in business education course delivery which includes: unavailability of AI-based resources and tools in the universities, Inability to develop appropriate pedagogical strategies using AI and provision of cybercrime reduction tools. The following recommendations were made among others: Software package providers should provide AI tools and resources suitable for Nigerian curriculum for easy application in business education service delivery. Keywords: Business Education, Artificial Intelligence (AI), Business Education Delivery
ADOPTION AND IMPLEMENTATION OF ARTIFICIAL INTELLIGENCE (AI) TOOLS FOR BUSINESS EDUCATION DELIVERY IN TERTIARY INSTITUTIONS IN BAYELSA STATE
Given the rapidly changing nature of the business industries occasioned by technological advancement, business education delivery method needs to change as well.The traditional business education method as we have it, may not foster the much needed creativity and innovation to adapt to new challenges and opportunities in the business world. It is therefore essential to understand how AI tools can be effectively leveraged in business education to provide students with the skills and knowledgethey need to succeed.This study therefore seeks to validate empirically, while investigating the adoption and implementation of artificial intelligence tools in enhancing business education delivery in tertiary institutions in Bayelsa State. The study adopts quantitative research design using a survey method. The population of the study was drawn from all students in the department of business education from the three tertiary institutions in Bayelsa State. Respondents from the various institutions were surveyed through questionnaire administration. The reliability of the instrument was tested using Cronbach Alpha and a reliability coefficient of 0.91 was obtained. Data analysis was done using descriptive statistics such as mean and standard deviation while inferential statistics was done using z-test statistics at 0.05 level of significance. The findings from the analysis result reveal no significant difference in the mean rating of respondents on the adoption and implementation AI- powered chatbots, virtual reality, and content recommendation engine in enhancing business education delivery in tertiary institutions in Bayelsa State.It was concluded that Artificial Intelligent tools when adopted and implemented will enhance business education delivery in tertiary institutions in Bayelsa State to a very high extent. The study therefore recommends that tertiary institutions should integrate AI tools like chatbots, virtual reality into their business education delivery, taking advantage of the personalized, interactive, and effective learning experiences that these tools can provide. Keywords: Artificial Intelligence, Artificial Intelligence (AI) Tools, Business Education Delivery, Business Graduates, Technological Advancement.
ARTIFICIAL INTELLIGENCE FOR CREATIVITY AND INNOVATION IN ECONOMICS IN SECONDARY SCHOOLS: CHALLENGES AND WAY FORWARD 1
The integration of Artificial Intelligence into education is transforming the way we learn and teach. In this era of technological advancement, Artificial Intelligence is becoming increasingly essential in the classroom, offering new intelligent teaching tools, innovative teaching and learning modes, and promoting creativity and innovation in teaching evaluation methods and management. The reformation of education and teaching in schools is breaking the time and space restrictions of traditional education, forming a superhighway of information, and making education more interesting and informative. Artificial Intelligence refers to the replication of human intelligence patterns by computer systems, codes, or machines to act and reason like humans. As it pertains to teaching economics, Artificial Intelligence can be used to enhance creativity and innovation through tools such as ChatGPT, Chatbot, Educational copilot, Grammarly, QuillBot, Turnitin, and others. Economics aims to equip students with the basic principles necessary for useful living and higher education, prepare them for the practical solution of economic problems, and raise their respect for the dignity of labor. Integrating Artificial Intelligence for delivery of Economics education can revolutionize the way students learn and understand as it would facilitate creativity and innovation. This paper raised that Artificial Intelligence has the potential to reshape teaching and learning in innovative ways, providing better ways of grading written answers and essays, and promoting creative thinking and problem-solving skills. By embracing Artificial Intelligence, secondary schools can create a nurturing environment for the next generation of creative thinkers and problem solvers. Keywords: Artificial Intelligence, Creativity and Innovation, Economics Subject, Challenges, Way-forward
ENHANCING TEACHING EFFECTIVENESS THROUGH AI POWERED LEARNING MANAGEMENT SYSTEMS AMONG BUSINESS EDUCATORS IN TERTIARY INSTITUTIONS IN ANAMBRA STATE: OPPORTUNITIES AND CHALLENGES
This study investigated the potential of AI-driven Learning Management System (LMS) in improving educational practices among business educators in public tertiary institutions in Anambra State. Three research questions guided the study.The study employed a descriptive survey research design using 112 business educators as population. Data were collected using questionnaire, structured into three clusters, with reliability coefficients of 0.71, 0.74, and 0.86, respectively, as assessed by Cronbach's alpha. Data analysis was conducted using mean scores and standard deviations. The findings of this study reveal a low level of utilization of AI-powered Learning Management Systems (LMS) among business educators in public tertiary institutions in Anambra State. The adoption and integration into teaching practices remain limited among these educators. Additionally, the study also identified several challenges and barriers faced by business educators in adopting and integrating AI-powered LMS into their teaching practices. These challenges include a lack of training on effectively using AI-powered LMS, limited access to necessary technology and infrastructure among others. Based on these findings, the study recommended that government in collaboration with public tertiary institutions should organise comprehensive training programmes for business educators to ensure effective AI integration. These programmes should encompass fundamental AI technologies, practical classroom applications, and strategies for leveraging AI tools to enhance teaching effectiveness. Continuous professional development should be provided to keep business educators abreast of the latest advancements in AI and educational technology. Keywords: Teaching Effectiveness, Artificial Intelligence, AI, Learning Management Systems, LMS, business educators, opportunities, challenges I
CHALLENGES AND PROSPECTS OF INTEGRATING ROBOTICS IN BUSINESS EDUCATION PROGRAMMES IN TERTIARY INSTITUTIONS IN DELTA STATE
The main purpose of the study was to investigate the challenges and prospects of integrating robotics in tertiary institutions in Delta State. Two research questions guided the study and two hypotheses were tested at 0.05 level of significance. The study adopted the descriptive survey research design. The population of the study comprised 157 business educators in tertiary institutions in Delta State.The instrument of data collection was a structured validated questionnaire developed by the researchers. The test of reliability of the instrument using Cronbach Alpha yielded reliability co-efficient of 0.83 and 0.89 for clusters, 1 and 2 with a general reliability co-efficient of 0.85.Mean, standard deviation and t-test were used to analyse data for the study. The finding of the study revealed that the challenges of integrating robotics in business education programmes in tertiary institutions in Delta State arelack of infrastructure to support the integration of robotics and lack of experts to facilitate the integration of robotics in business education programmes in tertiary institutions among others. Findings further revealed that robotics can help business education programmes in tertiary institutions promote hands-on learning experiences that stimulate critical thinking, problem-solving, and creativity among students, assists business education programmes in tertiary institutions to align academic curricula with the needs of industries that rely on automation and robotics technologies and encourages entrepreneurship by empowering students to develop innovative solutions and products. Furthermore, findings revealed no significant difference in the mean ratings of lecturers in Federal owned tertiary institutions and State owned tertiary institutions. The researchers therefore recommended among others that the Federal and State governments in collaboration with university authorities should prioritize investment in infrastructure to support the integration of robotics. Keywords: Integrating, Robotics, Challenges, Prospects, Business Education
ARTIFICIAL INTELEGENCE AS A TOOL FOR EFFECTIVE TEACHING AND LEARNING OF BUSINESS EDUCATION COURSES
This paper discussed the link of using artificial intelligence tools for effective teaching and learning of business education courses. The paper further discussed the meaning of artificial intelligence , types of artificial intelligence, artificial intelligence in education for learners, artificial intelligence in education for teachers, artificial intelligence tools for effective teaching and learning of business education courses and later concluded that Artificial intelligence as a tool for effective teaching and learning of business education courses cannot be over emphasized, it create succor in completing tasks that consume instructor‟s time at a faster pace, identifying students‟ preferences and learning styles to generate personalized learning plans, and providing them with timely and direct feedback or assisting teachers in their data-related decisions or works. The paper suggested that the government should ensure to provide enabling environment for effective use of artificial intelligence tools for effective teaching and learning of business education courses, business educators should embrace the use of artificial intelligence tools in teaching business education courses to reduce stress of attending to the needs of the students among others
ACQUISITIONTRAINING AND RETRAINING IN THE USED OF ARTIFICIAL INTELLIGENCE FOR ENHANCED PERFORMANCE BY LECTURERS IN PUBLIC UNIVERSITIES IN CROSS RIVER STATE
This study examines the impact of skill acquisition training and retraining in the used of artificial intelligence for enhanced performance by lecturers in public universities in cross river state. Specifically, the study examined the impact of skill acquisition training and retraining in the use of<a href="https://www.google.com/search?sca_esv=47a159505e5d460b&rlz=1C1CHBD_enNG1084NG1084&cs=0&q=chatgpt&stick=H4sIAAAAAAAAAE2QMUsDMRiGrcR6ra1KBqXiEES6SVstguN5tVpBUdtFESS95q4fxuTM5bD1L_gD3MVV8Bc4u7o6OsYfIDiZXgXdku9NnvfjcWormeqZQ4FoKXn8nXHc1u9x0rnYOey0OqcXzyhj0Fy-WAkrtdpl3w9uq8N1g0p40VUaAvCBcgJCM84hZMJnBhXxzD4VoKUilIBBOTzt2pS4LYMK-XzlqlINw_p1uPEH1vXu5uDq-tKgGZxrD4XusxiozXHRkxYudFsnPZBp7sloGPs0slV57BwnwPm21P9gcX0rqtbC8eM-1W0pwE9vTVAs4MBig-bx7C7ovaRLLA_4CODg7D6NI6YMymJ0kKggbXB9JTmIQbqOVdQZKSIeT7oGlfGqndwo0CDCsTxCRY9oNtDE-mCKWg9xWu7yqE892WOpktFiR41m2upxmozGs7jQYCzaVhREqsu2N1jsK4j0w9S0b7-EkX7PliaaS0_nr8lHmSy8nTzeLQfe2v3nCy18_QBj-DYu1AEAAA&sa=X&ved=2ahUKEwibg9q3st2EAxVr3gIHHVqIBJQQ7fAIegUIABDZAQ">Chatbots, Automatic Assessment, AI-based trainingas the independent variables and enhanced performance by lecturers in public universities in Cross River State as the dependent variable. Three research questions were posed, and three null hypotheses formulated accordingly to guide the study. The research design adopted for this study was descriptive survey research design. The population of the study is made up of 42 lectures from the department of Vocational education in University of Calabar and 29 lecturers from department of vocational and technical education, Cross River University, giving a total population of 71 lecturers. Sampling technique adopted was the census technique for the study. Skill Acquisition Training and Retraining Using Artificial Intelligence for Enhanced Performance Questionnaire (ASTRAIEPQ) was used to collect data or the study. It was measured on a four-point rating scale of strongly agree (SA), Agree (A), Strongly Disagree (SD), and Disagree (D). Data collected from this instrument was analysed using simple linear regression was employed to test the hypotheses with the aid of Statistical Package for Social Sciences (SPSS) at 0.05 level of significant. The results of the analysis revealed that, there is a significant influence of skill acquisition training and retraining in the used of artificial intelligence for enhanced performance by lecturers in Nigerian universities in Cross River State. The study concluded thatskill acquisitiontraining and retraining using artificial intelligence enhanced the performance of lecturers in public universities in Cross River State. Based on the findings of the study, it was recommended among others that Lecturers should increase the use of Chatbots in carrying out statutory duties of teaching and assessing students to increase their skill acquisition level for enhance performance. Keyword: Artificial Intelligence, Skill Acquisition, Chatbots, Automatic Assessment, AI-based training, academic research Training, Retraining
ETHICAL CONSIDERATION FOR INTEGRATION OF ARTIFICIAL INTELLIGENCE IN BUSINESS EDUCATION CURRICULUM DEVELOPMENT IN TERTIARY INSTITUTIONS IN BAUCHI STATE
This study determined ethical consideration for integration of Artificial Intelligence in business education curriculum development in tertiary institutions in Bauchi state of Nigeria. The study employed a cross-sectional research design, the population of the study comprised 104 business educators, total population sample was used. Structured questionnaire was used as the instrument for data collection which was validated by experts. The reliability of the instrument obtained was 0.82. Data was analyzed using simple linear regression. The findings revealed that there is no significant relationship between AI bias and fairness, data privacy and policy and ethical students‟ data usage ethical consideration and business education curriculum development in tertiary institutions in Bauchi state. The study concluded that AI can improve educational outcomes in Business education programme when it is integrated, developed and implemented with transparency and ethical considerations in the curriculum. It was recommended that the tertiary institutions should establish and enforce comprehensive ethical guidelines with respect to how AI is used within educational settings, more so regarding the ethical use of AI bias and fairness, data privacy and policy, and ethical students‟ data usage in business education curriculum development for and integrity in business education programme. Keywords: Ethics, Artificial Intelligence, Business Education, Curriculum Development.
ARTIFICIAL INTELLIGENCE FOR CREATIVITY AND INNOVATION IN BUSINESS EDUCATION AND ENTREPRENEURSHIP PRACTICE
The research examined the use of Artificial Intelligence in fostering creativity and innovation in the field of Business Education and Entrepreneurship, specifically focussing on tertiary institutions in Bayelsa State. The research included a total population of 649 students specialising in Business Education and Entrepreneurship Studies. A sample of 194 students, representing 30% of the total population, was chosen as the participants for the investigation. The data collection instrument used was a precisely crafted questionnaire comprising of 30 enquiries, which had been validated by experts in the respective domain. The instrument's reliability was assessed using the Cronbach Alpha reliability method, yielding a reliability value of 0.863. Out of the 194 copies of questionnaires that were sent, 187 were filled out and mailed back, yielding a return rate of 96.4%. The data were examined using descriptive statistics, which included measures of central tendency (mean) and variability (standard deviation), as well as t-test statistics. The study employed gathered and analysed data to identify 30 distinct approaches through which the utilisation of Artificial Intelligence (AI) tools and techniques can enhance the creativity, innovation, critical thinking, and problem-solving skills of students in Business Education and Entrepreneurship programs at tertiary institutions in Bayelsa State. The findings of the hypothesis suggest that there was no statistically significant impact (p<0.05) of gender on the average evaluations provided by the participants. Nevertheless, the students' class had a statistically significant impact (p<0.05) on their average scores. The research found that using AI tools and approaches in education would significantly enhance the creativity, originality, critical thinking, and problem-solving abilities of students in Business Education and Entrepreneurship programs. The study's results and conclusion propose a change towards AI-assisted instructions in Nigerian tertiary institutions to effectively administer Business Education and Entrepreneurship programs. Keywords: Artificial intelligence, Creativity, Innovation, Business education, Entrepreneurship.
IMPACT OF ARTIFICIAL INTELLIGENCE IN TEACHING AND LEARNING OF BUSINESS EDUCATION IN UNIVERSITIES IN EDO AND DELTA STATES, NIGERIA
The study sought to examine the impact of Artificial Intelligence in teaching and learning of Business Education in universities in Edo and Delta State, Nigeria. Survey research design was adopted. Two research questions and two null hypotheses were tested at 0.05 level of significant.Population comprised of 365 Business Education lecturers and students from Universities in Edo and Delta States. The sample size was 180 Business Education lecturers and students and the sampling techniques adopted were census sampling and simple random sampling techniques.A 25-item questionnairevalidated by three experts was used and the reliability of the instrument was ascertained using Pearsons Product Moment Correlation (PPMC) and a reliability of 0.81was obtained. In answering the research questions mean and standard deviation were used while t-test statistics was used in testing the null hypotheses at 0.05 level of significant.The findings revealed that Artificial Intelligence (AI) is applied to teaching and learning of Business Education in universities in Edo and Delta States to a high extent.The findings also revealed that there was no significant variation in the mean rating of Business Education lecturers and students on extent to which Artificial Intelligence have Impact in teaching and learning ofBusiness Education in universities in Edo and Delta States hence the null hypothesis was retained. It was concluded that AI has high impact in teaching and learning of Business Education as it can arrange learning experience to specific individual abilities and needs, lessen lecturers‟ workload and enhance grading accuracy. Hence, it was recommended among others that Business Education students should be encouraged to make adequate use of AI in learning of Business Education courses as AI can help to personalize content to individual students‟ needs and abilities. Keywords: Impact, Artificial Intelligence, Teaching and Learning, Business Education, Universities
Dr. (Mrs.) Benedicta Emujeboghene Akpojot
BENEFIT OF ARTIFICIAL INTELLIGENCE AND ETHICAL IMPLICATIONS FOR BUSINESS EDUCATION PROGRAMMES IN TERTIARY INSTITUTIONS IN DELTA STATE NIGERIA
The study explored the benefit of artificial intelligence and ethical implications for Business Education Programmes in tertiary institutions in Delta State, Nigeria. Two research questions guided the study and two null hypotheses were formulated and tested. The study adopted the descriptive survey design. The population of the study consisted of two thousand six hundred and fifty (2,650) business education students registered for 2021/2022 academic session from colleges of education and universities in Delta State. Simple random sampling technique was used to obtain a sample size of 350, comprising 150 college students and 200 university students. A 20 item statement questionnaire that was validated by three research experts was used for data collection. The reliability of the instrument was ensured using test re-test technique and data obtained were analyzed using Cronbach alpha statistics. The analysis yielded a reliability coefficient of 0.79 which was suitable for the study. Data collected from the research questions were analyzed using mean and standard deviation while the independent sample t-test was used to test the hypotheses at a significance level of 0.05.The findings of the study revealed that AI-empowered systems facilitate personalized-learning, enable adaptive learning and real- time feedbacks on learning progression. However, AI ethical concerns in education were identified to include but not limited to: data privacy and security, algorithmic bias, unfairness, among others. Based on the findings, the study recommends that AI- technology developers and regulatory bodies should ensure that viable data privacy policies are established to protect and safeguard personal information and that surveillance mechanism embedded in AI‟s predictive systems should be automated for prompt identification of learning patterns and areas of improvement, also that AI-algorithmic systems should be carefully designed for equitable access to data, avoid inequalities that could cause socio-economic disparities and educational gap. Keywords: Artificial Intelligence, Personalized learning platforms, Adaptive learning Algorithms, Ethical Implications and Education
LEVEL OF AWARENESS AND APPLICATION OF ARTIFICIAL INTELLIGENCE AMONG BUSINESS EDUCATORS IN FEDERAL COLLEGES OF EDUCATION IN SOUTH-WEST, NIGERIA
The study examined the level of awareness and application of Artificial Intelligence among Business Educators in Federal Colleges of Education in South-West, Nigeria. Two research questions guided the study and one hypothesis was formulated and tested at 0.05 level of significance. Descriptive survey research design was adopted for the study. The population comprised 85 lecturers from the four Federal Colleges of Education offering Business Education programme in South-West, Nigeria. The entire population was studied hence there was no sampling. A self structured questionnaire was the instrument used for data collection. The instrument was validated by three experts in business education and the reliability test conducted showed a reliability coefficient of 0.86 which was deemed to be reliable. Mean and standard deviation were used to answer the research questions. Findings of the study revealed that there is high level of awareness of artificial intelligence among business educators in tertiary Federal Colleges of Education in South-West, Nigeria. Findings of the study also revealed that there is low level of application of artificial intelligence among business educators in Federal Colleges of Education in South-West, Nigeria. The result of the hypothesis shows a significant relationship between the current level of awareness and the current level of application of artificial intelligence technologies among business educators in Federal Colleges of Education in South- West, Nigeria. Consequent upon the findings of the study, it was recommended among others that tertiary institution administrators and the government should collaborative with AI experts and sponsor business educators to attend seminars/workshops to create more awareness of artificial intelligence. Keywords: Awareness, Application, Artificial Intelligence, Business Educators
APPLICATION OF ARTIFICIAL INTELLIGENCE IN BUSINESS EDUCATION PROGRAMME FOR ACADEMIC ACHIEVEMENTS IN PUBLIC UNIVERSITIES IN SOUTH-EAST NIGERIA
This research work dwelt on application of artificial intelligence in Business Education programme for academic achievements in public universities in South-East Nigeria. Descriptive survey research design was used for the study. The population for the study consist of 81 Business Educators in public universities in South-East Nigeria. The entire population was used hence, no sampling was done. Three research questions and three null hypotheses guided the study. Self- structured questionnaire validated by three experts was the instrument for data collection. The instrument was subjected to reliability test and a coefficient of 0.81 was realized using Crombach Alpha formula. Mean and standard deviation were used to answer the research questions while t- test was used to test the null hypotheses at 0.05 level of significance. Only 76 copies of the instrument distributed were recovered (47 from federal universities, 29 from state universities) giving 93.83% return rate. The findings indicated that government related (x̅=3.27), lecturers- related (x̅=3.19) and students-related (x̅=3.19) strategies are strategies for application of artificial intelligent in Business Education programme for academic achievements in public universities in South-East Nigeria. There was no significant difference between the mean scores of federal and state universities Business Educators with respect to government, lecturers‘ and students-related strategies for application of artificial intelligence for academic achievements in Business Education programme (P = 0.158>0.05, P = 0.701>0.05, P = 0.348>0.05). Based on the findings, it was suggested among others that government should map out strategies, provide funds and infrastructure for effective application of AI in universities and other higher institutions. Key words: Artificial Intelligence, Business Education, Academic Achievements
IMPACT OF ARTIFICIAL INTELLIGENCE ON TEACHING AND LEARNING OF BUSINESS EDUCATION COURSES IN TERTIARY INSTITUTIONS IN ADAMAWA STATE, NIGERIA
The primary objective of this study was to determine the impact of artificial intelligence on the teaching and learning of business education in tertiary institutions in Adamawa State, Nigeria. The study had two specific objectives, from which two research questions were raised and two null hypotheses were formulated and tested. The design of the study was a survey design. The population of the study was 1,531 students and lecturers, which were drawn from three tertiary institutions in Adamawa State, Nigeria. A simple random sampling technique was used to determine the sample of 310 for the study. A structured questionnaire of 20 items was used to collect data, and the data collected were analysed using means and standard deviation, while the hypotheses were tested using t-test analysis at the 0.05 level of significance. The major findings of the study include the following: that there is no significant difference between the mean responses of lecturers and students regarding the positive and negative impact of artificial intelligence on teaching and learning of business education courses in tertiary institutions in Adamawa State, Nigeria (the P values of 0.190 > 0.05 and 0.195 > 0.05, respectively). It was concluded that artificial intelligence has both positive and negative impact on the teaching and learning of business education courses in tertiary institutions in Adamawa State, Nigeria. In line with the findings and conclusion, the study recommended, among others, that the lecturers and students should be exposed to the training and retraining in the use of artificial intelligence; this will help in equipping them with the technical knowledge on how they will use the artificial intelligence positively to facilitate and personalise their learning experiences. Key Word: Impact, Business Education, Artificial Intelligence, Teaching, and Learning.
ARTIFICIAL INTELLIGENCE REVOLUTION IN BUSINESS EDUCATION: PROSPECTS, CHALLENGES, AND ETHICAL CONSIDERATIONS
This article employs a qualitative content analysis design, examining peer-reviewed articles, institutional reports from UNESCO, OECD, and the World Bank, as well as policy documents from educational institutions. The research addresses key questions regarding AI‘s pedagogical benefits, implementation challenges, and ethical risks in business education. It explores the transformative impact of artificial intelligence (AI), emphasizing its potential to reshape teaching methods, learning experiences, and administrative processes. The study highlights opportunities such as personalized learning, interactive simulations, and enhanced data-driven decision- making, which collectively prepare students for an AI-driven business environment. It also discusses significant challenges including faculty training, infrastructure development, curriculum redesign, and ensuring equitable access to AI technologies. Ethical considerations remain central, underscoring the need to prevent biases and inequalities in AI applications within educational settings. By synthesizing current research and expert perspectives, this work offers a comprehensive framework for responsibly and effectively integrating AI in business education, aiming to cultivate future leaders who are both technologically skilled and ethically aware, especially in the Nigerian context. Keywords: Business Education, Artificial Intelligence, Prospects, Challenges, Ethical Considerations
APPLICATION OF ARTIFICIAL INTELLIGENCE IN OFFICE MANAGEMENT AND ITS CHALLENGES IN PUBLIC UNIVERSITIES IN ANAMBRA STATE
The study investigated the application of artificial intelligence in Office Management and its impediments in public universities in Anambra state. Two research questions guided the study. Cross sectional descriptive survey research design was used for the study. The population of the study comprised all 156 secretaries in public universities in Anambra State.No sampling was done because the population was manageable. A researcher structured questionnaire was the instrument used for data collection. The instrument was titled Application of Artificial Intelligence in Office Management and its Challenges in Public Universities Questionnaire (AAIOMIPUQ). The reliability of the instrument was established using Cronbach Alpha reliability technique and the indexes of 0.72 and 0.68 were got, showing that the instrument was reliable. The findings of the study revealed among others that most secretaries were not very familiar with artificial intelligence (AI). Also, AI had the potential to increase job satisfaction among secretaries. It was recommended among others that educational institutions should organize regular seminars/ conferences for secretaries on the use of AI in office technology and management practices in public universities in Anambra State.
BUSINESS EDUCATORS’ PERCEPTIONS OF INTEGRATING ARTIFICIAL INTELLIGENCE FOR EFFECTIVE BUSINESS EDUCATION PROGRAMMES
This study examined the perceptions of business educators regarding the integration of artificial intelligence (AI) into Business Education Programmes. Two research questions and two hypotheses guided the study. The research utilized a descriptive survey design. The population of the study comprised 108 business educators from Universities and Colleges of Education in Anambra State where business education programmes are offered. There was no sample since the population size was manageable. The instrument for data collection was a 37-item questionnaire which was validated by three experts: two from Business Education Department and one from Measurement and Evaluation. The instrument was pilot-tested and data obtained used to determine the reliability of the instrument with the Cronbach Alpha approach, and it yielded co-efficient index of 0.81. One hundred and eight (108) copies of questionnaire were administered and 102 retrieved, and used for analysis. Data collected were analysed by using mean and standard deviation to answer research questions, while t-test statistics was used to test the hypotheses of no significant difference at 0.05 level of significance. Findings revealed that most artificial intelligence tools are perceived as necessary for business education programmes, with some tools deemed highly critical. Additionally, business educators generally hold positive views on integrating artificial intelligence in teaching and learning business education programmes, recognizing its role in making education more inclusive and effective. However, there is some scepticism regarding AI‟s ability to foster creativity and innovation. The study concludes that while AI is a valuable tool in business education, its integration should complement rather than replace the human element in teaching. Based on findings, recommendations were made, including that; business educators should prioritize the adoption and integration of AI tools that have been identified as "Highly Required" or critical, such as QuillBot and tools improving accessibility, among others. Keywords: artificial intelligence, business education, educators, perceptions, integration, teaching and learning.
ARTIFICIAL INTELLIGENCE AND FUTURE OF BUSINESS IN NIGERIA: OPPORTUNITIES, CHALLENGES AND IMPLICATIONS FOR BUSINESS EDUCATION AND TRAINING
This study critically examines the role of Artificial Intelligence (AI) in shaping the future of business in Nigeria, with a particular focus on its opportunities, challenges, and implications for business education and workforce development. As global economies increasingly adopt AI- driven solutions, Nigerian businesses stand at a pivotal point where the integration of AI could significantly enhance operational efficiency, strategic decision-making, and customer engagement across various sectors, including manufacturing, banking, healthcare, education, and agriculture. The study adopts Fred Davis‟ Technology Acceptance Model (TAM, 1989) as its theoretical framework, providing insights into the behavioural and organizational factors that influence the adoption of emerging technologies. While AI presents vast opportunities, its implementation in Nigeria is hindered by several challenges, including l. imited access to quality data, high costs of AI infrastructure, inadequate policy frameworks, and a shortage of professionals with relevant technical expertise. Despite tese barriers, the potential benefits of AI adoption are substantial. Nigerian businesses can leverage AI to foster innovation, develop competitive business models, improve productivity, and position themselves more effectively in global markets. The paper emphasizes that realizing these benefits requires strategic investments in digital infrastructure, AI-focused education and training, and supportive government policies. The study concludes that AI is poised to play a transformative role in the Nigerian business environment. It recommends a coordinated effort among government, industry, and academic institutions to develop a sustainable AI ecosystem that will empower businesses and reshape business education in Nigeria for long-term economic growth and competitiveness. Keywords: Artificial Intelligence, Future of Business, Challenges, Prospects I
INTEGRATION OF ARTIFICIAL INTELLIGENCE (AI) IN THE IMPLEMENTATION OF BUSINESS EDUCATION CURRICULUM IN TERTIARY INSTITUTIONS IN ANAMBRA STATE, NIGERIA
The study was carried out to assess the integration of artificial intelligence (AI) in the implementation of Business Education curriculum in tertiary institutions in Anambra State, Nigeria. The study was guided by four research questions and four corresponding hypotheses. The study adopted descriptive survey research design. The population of the study was 63 Business Education lecturers comprising 21 male and 42 female in three tertiary institutions in Anambra State (Nnamdi Azikiwe University, Chukwuemeka Odimegwu Ojukwu University and Federal College of Education, Umunze). The entire population of the study was adopted using census technique. Questionnaire was used as instrument for data collection and was validated by three experts. The reliability of the instrument was 0.81 obtained using Cronbach Alpha Statistic. The data collected were analysed using mean and standard deviation and t-test statistic was used to test the hypotheses at 0.05 level of significance. The findings indicated that lecturers were aware of Artificial Intelligence, the level of availability of AI tools in tertiary institutions was low and the extent of the used of AI in implementation of Business Education curriculum was to a low extent. Also, the challenges confronting the adoption of AI in Business Education curriculum implementation were: High cost of AI tools, poor technological development in Nigeria, inadequate technical know-how among lecturers, inadequate training and development of lecturers on AI, resistance to change and technological phobia among lecturers. Based on the findings, it was recommended among others that Institutional policies should be enacted requiring business education lecturers to incorporate AI tools in lesson planning, instructional delivery, and assessment. Keywords: Artificial Intelligence (AI), Business Education, Curriculum and Tertiary Institutions
APPLICATION OF ARTIFICIAL INTELLIGENCE IN TRANSFORMING SMALL AND MEDIUM SCALE ENTERPRISES IN ANAMBRA STATE.
This study determined the application of artificial intelligence in transforming small and medium scale enterprises in Anambra State. Two null hypotheses were tested at 0.05 level of significance. Descriptive survey research design was adopted for the study. This study was carried out in Anambra State which is one of five states in the south east zone of Nigeria. The population of the study comprised 2,837 SME managers of enterprises in Anambra State who are registered with the State Ministry of Commerce, Industry and Technology. The sample size of 351 SME managers was used for the study. The sample size was derived using the Taro Yamani formula. A structured questionnaire was used for data collection. The face validity of the instrument was established using the opinions of three experts in business education. The application of Cronbach Alpha reliability method on the two clusters of the instrument yielded coefficient values of 0.84 and 0.82 for clusters B1 and B2 respectively. An overall reliability co- efficient value of 0.83 was obtained. From the findings of the study, it was revealed that managers of SMEs in Anambra State applied artificial intelligence in supply chain management and customer service in small and medium scale enterprises in Anambra State based on years of experience. The study further revealed that there is no significant difference in the mean ratings of managers on the extent of application of artificial intelligence in supply chain management and customer service in small and medium scale enterprises in Anambra State. Based on the findings, it was recommended among others that government, in a bid to promote SMEs and make them sustainable, should carry out awareness and training programs to let them know about the existence of certain AI technologies and their usage in their businesses, to encourage them to embrace it for their businesses. Keywords: Artificial Intelligence, small and medium scale enterprises.
ENHANCING PREDICTIVE ANALYTICS WITH STACKING AND SYNTHETIC MINORITY OVER-SAMPLING BALANCING
In the sphere of education, the assessment of student advancement is of utmost importance for educational establishments. These institutions sometimes encounter hurdles such as appraising student performance, conducting academic scrutiny, and foreseeing prospective learning requisites. To tackle these impediments, academic intervention schemes have been put into operation. Accurate prediction regarding student performance not only facilitate the early identification of struggling learners but also assist higher education institutions in their decision-making processes. Consequently, this study introduces a predictive model for the evaluation of scholastic accomplishment. It utilizes XGBoost for the selection of pertinent attributes and employs Synthetic Minority Oversampling Technique (SMOTE) to rectify class imbalances. Furthermore, it employs a stacking ensemble methodology encompassing base models like K-Nearest Neighbors, Support Vector Machines, Random Forest, Decision Trees, Multi-Layer Perceptron, and Logistic Regression to enhance predictive precision. This investigation provides an exhaustive theoretical assessment of models, showcasing practical applications of machine learning in education. With an exceptional 98% precision in the prediction of student performance, this research underscores the capacity of educational institutions to elevate outcomes. This study substantially propels predictive modeling in the realm of education, making a valuable contribution to the field of research. Key words: Predictive analytics, stacking model, educational data mining, SMOTE, ensemble learning
ARTIFICIAL INTELLIGENCE AND STUDENT ENGAGEMENT IN VIRTUAL LEARNING SETTINGS
This study explores the influence of artificial intelligence (AI) on student engagement in virtual learning settings in tertiary institutions. The study provided answers to two research questions. One null hypothesis was tested. The study adopted a descriptive survey design. The population of the study comprised 926 business education students in universities offering business education in Kwara State, Nigeria. A sample of 272 was drawn from the population. Data were collected through a duly validated structured questionnaire tagged Artificial Intelligence and Student Engagement Questionnaire (AISEQ) designed by the researcher. The AISEQ has a Cronbach Alpha reliability coefficient of 0.92. The research questions were answered using mean and standard deviation. The hypothesis was tested using Multivariate Analysis of Variance (MANOVA) at a 0.05 level of significance. The findings of the study reveal that artificial intelligence has a very high extent influence on the frequency of communication (mean =3.43), participation in the discussion forum (mean = 3.67), and quality of feedback (mean = 3.69), This means that there was no significant difference between male and female respondents regarding their perceptions of AI's influence on the frequency of communication, participation in the discussion forums and quality of feedback (F (1, 348) = 1.920, P= 0.103; Wilk's Λ = 0.975. The study concludes that artificial intelligence has a positive ‗very high extent‘ on student engagement dimensions (frequency of communication, participation in discussion forums, and quality of feedback) measured in this study. It was recommended that there is a need for tertiary institutions and policymakers to prioritize the integration of AI technologies in virtual learning. By leveraging AI effectively, the frequency of student-lecturer communication will be increased, which will ultimately lead to improved educational outcomes, management of tertiary institutions should implement comprehensive training programmes for educators to effectively integrate AI tools into their teaching practices, this will motivate the students to participate in the discussion forums. Keywords: Artificial, intelligence, Student engagement, virtual, learning
INTEGRATING AI INTO BUSINESS EDUCATION: OPPORTUNITIES AND CHALLENGES
Business Education is an aspect of learning that prepares students success in business life by instilling in them theories, skills, attitude, competence and best practices for sustainable employability and expertise in business world, management functions and entrepreneurial activities.The objective of business education is to integrate students into the changing world of business and hence, the introduction of technology brought about the acquisition of essential knowledge on the manipulation of the innovation. The increasing adoption of Artificial Intelligence (AI) in business also initiates corresponding evolution in business education. This paper explores the opportunities and challenges of integrating Artificial Intelligence (AI) into business education curricula. On one hand, AI integration can enhance decision-making, personalize learning, and prepare students for the world of business. On the other hand, challenges arise in curriculum development, faculty training, resource allocation, ethics, and students‟ readiness. This paper discusses strategies for effective AI integration, essential AI skills for business students, and probable solutions to overcome these challenges. By examining the relationship between AI and business education, we can appreciate the significance of AI in shaping the mindset of future business leaders for Sustainability. Keywords: Artificial Intelligence, Business Education, Curriculum Integration, Opportunities, Challenges, Sustainability.
APPLICATION OF ARTIFICIAL INTELLIGENCE IN TEACHING AND LEARNING OF BUSINESS EDUCATION IN UNIVERSITIES IN ENUGU STATE
The study examined the application of artificial intelligence in teaching and learning of Business Education in universities in Enugu State. The study was guided by two research questions and two null hypotheses. Descriptive survey design was adopted for the study. The population of the study was 195 Business Educators and students offering Business Education programme in Universities in Enugu State. Since the population was manageable, there was no sampling. A 20 items structured questionnaire validated by two experts in the field of Business Education and one expert in measurement and evaluation was used for the study. A reliability index of 0.78 was established using Cronbach Alpha Coefficient. The data collected were analyzed using mean to answer the research questions, standard deviation to ascertain the closeness and homogeneity of the responses while t- test was used to test the null hypotheses at .05 level of significance. Findings showed among others that Artificial Intelligence is applied to a high extent in teaching and learning of Business Education in universities in Enugu state. They agreed to all the items as challenges faced in teaching and learning of Business Education in universities in Enugu state. The findings further showed no significant difference in the mean ratings of Business Educators and Business Education students on application of AI in teaching and learning of Business Education in universities in Enugu state. It was concluded that application of AI in teaching and learning was to a high extent andfaced by many challenges. It was recommended among others that Universities should apply AI tools more systematically into the Business Education curriculum to leverage their full potential. This includes developing a clear strategy for incorporating AI in teaching methods, assessments, and administrative processes. This is important since a structured approach to AI integration will ensure that both educators and students can effectively utilize AI resources, improving overall educational outcomes. Government should encourage and support the use of AI in academic research within the Business Education field. Keywords: Artificial Intelligence, Business Education, Teaching, Learning, Technology
ARTIFICIAL INTELLIGENCE SKILLS REQUIRED OF BUSINESS EDUCATION STUDENTS FOR JOB PERFORMANCE IN THE NEW ERA
The paper sought to determine artificial intelligence skills required of business education students for job performance in the new era. Two research questions and two null hypotheses guided the study. The study adopted a descriptive survey research design. Area of the study was in Rivers state. The population of the study comprised 36,427 of senior civil servants from 26 ministries. The sample size was 380. A structured questionnaire was used. The instrument was validated by three experts, two in Business Education and one in Measurement and Evaluation. Reliability of the research instrument was obtained using Pearson‟s Product Moment Correlation Coefficient. The overall reliability index for the instrument was .78. 380 copies of the instrument were administered to the respondents but 364 were retrieved representing 96% of the instrument. The data collection was analysed using Mean and Standard deviation for the research questions while the hypotheses were tested at .05 level of significance using t-test. The findings of the study shows that the senior civil servants in organisations were of the opinion that AI accounting and AI electronic office skills were highly required of Business Education Students. Based on the findings, it was concluded that AI accounting and AI electronic office skills were very highly required of Business Education students for job performance in organisations in a digital era. The researchers also recommended that Business education students should equip themselves with AI accounting and AI electronic office skills to make them relevance in the world of work in the new era. Keywords: Artificial intelligence, Business education, Skills, and Job Performance
UTILIZING AI TOOLS TO PROMOTE ACTIVE LEARNING: AN INVESTIGATION INTO THE ADOPTION BY PRE-SERVICE TEACHERS
The integration of AI tools in education offers innovative ways to enhance teaching and learning experiences. This study explored pre-service teachers' adoption of AI tools for active learning. The study examined the perceived usefulness and ease of use of AI tools. The study utilized descriptive research of the survey type. A total 425 pre-service teachers responded to instrument from the University of Lagos. Stratified random sampling was used to select based on gender and departments. Data was collected using Google form and the collected were analysed using descriptive statistics. The study revealed that AI enhanced student engagement, improved formative assessments, and increased personalized learning experiences. However, concerns emerged around data privacy, ethical implications, and AI potentially perpetuating biases. The study concluded that pre-service teachers' AI tool adoption is for fostering active learning environments and improve learning outcome. The study recommended that pre-service teacher‟s adoption of AI should be moderated and monitored for proper usage. Keywords: AI tools, Active learning, Pre-service teachers, Student engagement and Higher- order thinking skills
IMPACT OF ARTIFICIAL INTELLIGENCE ON INSTRUCTIONAL PREPARATION, DELIVERY AND EVALUATION IN NIGERIA HIGHER EDUCATIONAL INSTITUTION
The study investigated impact of artificial intelligence (AI) on instructional preparation, delivery, and evaluation in Nigerian higher educational institution adopting descriptive survey research design. Population comprised 81 Business educators from Federal and State Universities offering Business Education in South-west Nigeria. No sampling since the total population is manageable. A30-item questionnaire tagged “Impact of AI on instructional preparation, delivery and instruction in Business Education (IAIIPDIIBE)” validated by three experts was used. Reliability of instrument was determined by test-retest method using Pearson Product Moment Correlation Co-efficient which yielded 0.82. Responses were weighted on Strongly Agreed (SA)/Very Great Extent (VGE) - 4 points, Agreed (A)/Great Extent (GE) - 3 points, Disagreed (D)/Low Extent (LE) - 2 points and Strongly Disagreed (SD)/Very Low Extent (VLE) - 1 point. Data collected were analysed using descriptive statistics of mean and standard deviation. Decision rule was 2.50.Findings highlight AI's potential to improve educational efficiency, address scalability challenges while considering ethical implications of its integration in education; use of AI in assessment has increase the accuracy of evaluation, provide timely and constructive feedback to students, helps in identifying patterns and trends in students‟ performance. However, the continued importance of human mentorship and face-to-face interactions in developing business leaders was emphasised. The study recommends among others that AI literacy be integrated into business curricula to prepare students for an AI-driven business world, Business educators to avail themselves for training on AI, and sufficient resources be provided by the institutions for effective use of AI teaching and learning processes. Keywords: Artificial Intelligence, Instructional Preparation, Delivery, Evaluation.
IMPLEMENTATION OF ARTIFICIAL INTELLIGENCE (AI) AMONG SMALL AND MEDIUM ENTERPRISES (SMEs) IN ONDO CENTRAL, ONDO STATE
This study examines implementation of artificial intelligence (AI) in business among Small and Medium Enterprises (SMEs) in Ondo central. The purpose of the study was to examine challenges encountered by SMEs in implementing AI in business. Three research questions guided the study and no hypothesis were formulated. Descriptive survey research design was adopted for the study. The population of the study comprised of 150 managers and employees of small and medium enterprises in Ondo central. There was no sample since the population size was manageable. The instrument for data collection was a 23-items structured questionnaire titled: Implementation of AI among small and Medium Enterprises (SMEs) Questionnaire (IAISMESQ) and was validated by experts and was further subjected to internal consistency testing using Cronbach Alpha statistics which yielded a reliability coefficient of 0.74.The instrument was further administered to the respondents by the researchers.Mean and standard deviationwere employed to analyze the data gathered. Findings revealed that AI offers significant value to small, local and service industries by enhancing efficiency, improving customer experience and creating new business opportunities. Challenges such as lack of data privacy, high cost and lack of expertise were revealed. Coping strategies such as using low cost or open source AI tools, outsourcing AI implementation to service providers were also revealed. It was concluded that AI is a powerful tool for small businesses to thrive in competitive markets. It was therefore recommended that there is need for small and medium enterprises (SMEs) managers to work toward effective implementation of artificial intelligence (AI) into their business operation in order to foster economic growth and development. Keywords: Artificial Intelligence (AI), Challenges, Coping Strategies, implementation and Small and Medium enterprises (SMEs).
TRAINING AND RETRAINING OF BUSINESS EDUCATION STUDENTS FOR SKILLS ACQUISITION IN ARTIFICIAL INTELLIGENCE FOR JOB PERFORMANCE IN EKITI STATE, NIGERIA
The study examined the training and retraining of business education students for skills acquisition in Artificial Intelligence for job performance in Ekiti State. Three research questions were answered while three null hypotheses were tested by the study at 0.05 level of significance. The design that was adopted for the study was a descriptive survey design. The population for the study comprised all the 10 Business Education lecturers in FUOYE and 52 Business studies teachers in public secondary schools in Oye-Ekiti, Ekiti State, totalling 62 respondents. The sample drawn comprised the 62 respondents using the total enumeration technique of census sampling. The instrument used was a self-structured questionnaire titled Training and Retraining of Business Education Students for Artificial Intelligence Knowledge (TRBESAI). It was face and content validated by three experts in the field of Business Education and Measurement and Evaluation. The reliability of the instrument using Cronbach alpha statistics yielded average reliability coefficients of 0.86. Sixty-two copies of the questionnaire were administered to the respondents and all were duly returned representing a 100% return rate and subjected to relevant statistical analyses. The results of the study identified 10 types of skills in Artificial Intelligence, 5 ways through which the training and retraining of business education students yield to the acquisition of Artificial Intelligence for quality job performance and 5 ways through which the acquisition of skills in Artificial Intelligence influence the job performance of business education students. Results of the hypotheses showed that there is no significant (p<0.05) difference between the mean ratings of the responses of Business Education Lecturers in FUOYE and Business Studies Teachers on the types of skills in Artificial Intelligence to be acquired by Business Education students and how the acquisition of skills in Artificial Intelligence influences the job performance of business education students. On the other hand, there is significant (p<0.05) difference between the mean ratings of the responses of Business Education Lecturers in FUOYE and Business Studies Teachers on whether training and retraining of business education students yield to the acquisition of Artificial Intelligence for quality job performance. It was recommended among others, that, Artificial Intelligence (AI) should be more extensively integrated into higher education curricula, and that institutions need to consider the ethical implications of AI in the development and implementation of their programmes. Keywords: Artificial Intelligence, skills, Acquisition, Job, Performance, Training, Retraining
BENEFIT OF ARTIFICIAL INTELIGENCE AND ETHICAL IMPLICATIONS FOR BUSINESS EDUCATION PROGRAMME IN TERTIARY INSTITUTIONS IN DELTA STATE, NIGERIA
The study explored the benefit of artificial intelligence and ethical implications for Business Education Programme in tertiary institutions in Delta State, Nigeria. Two research questions guided the study and two null hypotheses were formulated and tested. The study adopted the descriptive survey design. The population of the study consisted of two thousand six hundred and fifty (2,650) business education students registered for the 2021/2022 academic session from colleges of education and universities in Delta State. Simple random sampling technique was used to obtain a sample size of 350, comprising 150 college students and 200 university students. A 20 item statement questionnaire that was validated by three research experts was used for data collection. The reliability of the instrument was ensured using test re-test technique and data obtained were analyzed using Cronbach alpha statistics. The analysis yielded a reliability coefficient of 0.79 which was suitable for the study. Data collected from the research questions were analyzed using mean and standard deviation while the independent sample t-test was used to test the hypotheses at a significance level of 0.05.The findings of the study revealed that AI-empowered systems facilitate personalized-learning, enable adaptive learning and real-time feedbacks on learning progression. However, AI ethical concerns in education were identified to include but not limited to: data privacy and security, algorithmic bias, unfairness, among others. Based on the findings, the study recommends that AI- technology developers and regulatory bodies should ensure that viable data privacy policies are established to protect and safeguard personal information and that surveillance mechanism embedded in AI‟s predictive systems should be automated for prompt identification of learning patterns and areas of improvement, also that AI-algorithmic systems should be carefully designed for equitable access to data, avoid inequalities that could cause socio-economic disparities and educational gap. Keywords: Artificial Intelligence, Personalized learning platforms, Adaptive learning Algorithms, Ethical Implications and Education
ADVANCING BUSINESS EDUCATION THROUGH THE INTEGRATION OF ARTIFICIAL INTELLIGENCE IN KOGI STATE
This paper focuses on advancing business education through the integration of Artificial Intelligence (AI) in Kogi State as a means of fostering innovation, improving teaching and learning outcomes, and aligning the programme with the needs of the modern place. Two purposes of the study, two research questions and two hypotheses were formulated to guide the study. The study was based on the Roger‟s theory of diffusion of innovation. A 4-point scale questionnaire titled: Questionnaire on the Advancing Business Education through the Integration of Artificial Intelligence (QABEIAI) was used for data collection. The instrument was tested for reliability using Cronbach Alpha and it yielded a reliability coefficient of 0.8.Two institutions in Kogi State were purposively sampled for the study which are; the Federal University Lokoja and Kogi State Polytechnic, Lokoja. The population comprised of the entire 16 business educators in the Departments of Business Education and of Office Technology and Management respectively. Mean and standard deviation were used to analyse the data and find answers to the research questions, while t-test was used to test the research hypotheses. The results of the research questions revealed amongst others the opportunities and challenges of integratingAI in business education curriculum; AI integration can personalize learning experiences in business education, AI technologies can enhance the accuracy of student assessments in business education while Lack of adequate infrastructure is a significant challenge to integrating AI in business education more so,AI's potential to replace traditional teaching roles creates uncertainty among educators. On the other hand, the hypotheses suggested that there is no significant difference in the mean ratings of business educators in polytechnic and university on the opportunities of integrating AI into business education curricula. Based on the findings, it was recommended amongst othersthat the Tertiary Education Trust Fund (TETFUND) should consider addressing the issue of technological infrastructure, including reliable internet access, modern computers, and AI software, in educational institutions and that Institutions should provide professional development programmes for educators focused on the effective use of AI in teaching and curriculum development. (Keywords: Integrating Artificial Intelligence Business Education)
APPLICATION OF ARTIFICIAL INTELLIGENCE IN TEACHING BUSINESS EDUCATION COURSES IN RIVERS STATE TERTIARY INSTITUTIONS
Artificial Intelligence (AI) is rapidly enhancing teaching and learning process, and streamline administrative tasks globally. Therefore, this study determined application of artificial intelligence (AI) in teaching business education courses in River‟s state tertiary institutions. Two research questions guided the study and two null hypotheses were tested. Descriptive survey research design was adopted. From a population of 62 business education lecturers, a census survey sampling was employed. A four-point response options questionnaire was used for data collection, and it was validated by three experts. The reliability of the instrument was established using Cronbach‟s alpha which yielded coefficients of 0.81 and 0.80. Mean and Standard Deviation were used to answer the two research questions and measure the spread in respondents` opinions, while one-way analysis of variance (ANOVA) was used to test the two null hypotheses at 0.05 level of significance. Findings revealedthat all the listed types of AI were highly needed forteaching business education courses, and that all the different types of AI stated for teaching business education courses were very highly beneficial. Based on the findings, it was concluded that if AI is included in the teaching of business education courses, it will transform the programme positively, lead to AI skills development and enable the learners to acquire the needed AI employability skills for the global workplace. Therefore, among other things, it was recommended that AI should be included in the business education curriculum through yearly internal curriculum review by lecturers in collaboration with their institutions and five years national review by all level of government. Also, lecturers should be trained and retrained on the application of AIsforteaching business education courses in River‟s state tertiary institutions to enable them transfer the skills to learners. Keywords: Artificial intelligence (AI), application of artificial intelligence, teaching business education courses.
TRENDS, OPPORTUNITIES AND CHALLENGES OF OFFICE ADMINISTRATION IN THE ERA OF AUTOMATION AND ARTIFICIAL INTELLIGENCE
The advent of artificial intelligence has meant that a number of hitherto cast-iron realities have had to be reconceived, and a lot of processes reconfigured, with great implications for production, training and development, and procedures. In the field office administration and management, the transformation that artificial intelligence-driven automation is engendering has been profound. This paper discusses the trends, opportunities and challenges of office administration and management in the era of automation and artificial intelligence. It posits that the world stands at the threshold of great transformations in the field of office administration. The paper discusses the concept of office administration, requisite competencies and personality qualities of the contemporary officer, evolution of the office from the invention of the typewriter to the development of the internet and submits that artificial intelligence, which is already driving great transformations in all realms of human endeavour, is poised to radically innovate the office beyond mankind‘s current comprehension. The paper identifies artificial intelligence system integration, robotic process automation, augmented reality and virtual reality, Internet of things, collaborative cloud tools, blockchain and personalized learning as AI-enabled tools driving the ongoing revolution in office administration and management. This revolution promises fundamental transformation in processes, with significant implications for productivity, efficiency and employee engagement. Automation however also constitutes significant challenge in the areas of asset security and privacy, job loss and the need for continuous financial deployment to catch up with endless changes. The paper also provides the panacea to these challenges: continuous training for reskilling and upskilling. The Nigerian government is also advised to put in place infrastructures and policies to encourage the deployment of AI in government and industry. Key words: Office administration, Automation, Artificial Intelligence.
ENHANCING BUSINESS EDUCATION PROGRAMME IN TERTIARY INSTITUTIONS IN EBONYI STATE FOR EFFECTIVE SKILL ACQUSITION THROUGH ARTIFICIAL INTELLIGENCE
The study ascertained the ways business education programme in tertiary institutions in Ebonyi State could be enhanced for effective skill acquisition through Artificial Intelligence. These institutions are Alex Ekwueme Federal University, Ndufu-Alike; Ebonyi State University, Abakaliki, and College of Education, Ikwo. Three purposes were raised from which three research questions and two null hypotheses tested at 0.05 level of significance were formulated to guide the study. In carrying out this investigation, a census survey design was used. The population comprised 45 business education lecturers in the three tertiary institutions in Ebonyi State, Nigeria. This population represents the entire target population for this reason, a census was conducted. A four-point scale structured questionnaire entitled „Enhancing Business Education through Artificial Intelligence (EBEDAI)‟ was used to collect data. The reliability coefficient of the instrument was determined to be 0.85 using test-retest method. The data collected were analysed using mean statistics and standard deviation to answer the research questions and t-test for the hypotheses. The result showed that business educators in tertiary institutions in Ebonyi State agreed that business education as a programme could leverage on the provision of Artificial Intelligence for effective skill acquisition. AI tools enhance students‟ engagement and motivation; help to customize learning paths to cater for individual needs; give real-time feedback for targeted improvement and give access to a range of educational resources tailored to students‟ interest and these are all basic to effective skill acquisition. Based on the findings of the study, it was concluded that for business education programme to inculcate into its recipients „life skill‟ for economic success as targeted, it is vital that Artificial intelligence tools be engaged in the teaching and learning processes. Therefore, the study recommended among others, that business educators should open up to this paradigm shift in teaching and learning and embrace the personalized learning inherent in Artificial Intelligence tools for educational improvement. Keywords: Artificial Intelligence, Business Education, Effective, Enhancement, Skill Acquisition,
ESPOUSING ARTIFICIAL INTELLIGENCE-POWERED BUSINESS EDUCATION PLATFORM: CULTURING, NURTURING AND EXPANDING
This study on “espousing artificial intelligence-powered business education platform: Cultivating, nurturing and expanding” investigate artificial intelligence (AI) as a panacea for overcoming the limitations of traditional learning methods. The objective of the study was to ascertain how we can cultivate, nurture and expand artificial intelligence-powered business education platform through the suggested dimension which are adaptive learning, intelligent content delivery and data- driven insights, The study adopted diffusion of innovations theory to further discuss espousing artificial intelligence-powered business education platform: cultivating, nurturing and expanding; from the empirical literature reviewed; it shows that no researcher have specifically mentioned adaptive learning with how it interacts with cultivating and intelligent content delivery with how it interacts with nurturing and data-driven insights with how it interacts with expanding. The study concludes by highlighting that as AI continues to evolve, its potential to reshape and enhance business education will only grow, making it imperative for educational institutions and platforms. The study recommended amongst other that educational institutions should implement adaptive learning systems that customize learning experiences based on individual student needs and progress. Keywords: Artificial Intelligence, Adaptive Learning, Intelligent Content Delivery Data-Driven Insights Cultivating, Nurturing, Expanding.
BUSINESS EDUCATORS’ AWARENESS AND READINESS TO USE ARTIFICIAL INTELLIGENCE IN INSTRUCTIONAL DELIVERY IN KWARA STATE COLLEGES OF EDUCATION
The study investigated the awareness and readiness levels of business educators to use artificial intelligence in instructional delivery in Kwara State Colleges of Education. The study adopted a descriptive research survey design. The total population for the study comprised 32 business educators/ lecturers in business education departments in Kwara State colleges of education. The population was sizeable and was therefore used for the study. Two research questions were answered. A researcher-designed questionnaire titled “Business Educators‟ Awareness and Readiness to Use Artificial Intelligence in Instructional Delivery Questionnaire (BEARUAIIDQ)” was used for data collection. The instrument had two sections for the problems of the study. Cronbach Alpha reliability test was used to determine the psychometric properties of the instrument which yielded 0.75. Data on research questions were analyzed using mean and standard deviation. Findings revealed that business educators were not aware of artificial intelligence tools (Mean = 2.27; SD = 0.778) but they were ready to use them in instructional delivery (Mean = 3.08; SD = 0.800). Based on the findings of the study, it was concluded that business educators were not aware of many artificial intelligence tools that could assist them in achieving behavioural objectives of their lessons. However, with the education created by this study particularly, through the interactions between the researchers and the business educators who were the respondents, there was high level of readiness among them to use artificial intelligence in instructional delivery. It was thereafter recommended that that sensitization activities and trainings in form of workshops and seminars should be conducted for business educators in Kwara State Colleges of Education tailored towards creating awareness about artificial intelligence tools and their educational significance when adopted in instructional delivery. Also, government and other relevant stakeholders in education such as Association of Business Educators of Nigeria (ABEN) and school administrators should equip Kwara State Colleges of Education and other institutions with adequate computer hardware, software and internet facilities that would enable business educators and students to have unrestricted access to artificial intelligence tools which they can use in teaching and learning. Keywords: Artificial Intelligence, Awareness, Readiness, Business Educators, Instructional Delivery.