THE ETHICAL APPLICATION OF GENERATIVE AI WITHIN THE NIGERIAN POLYTECHNIC FRAMEWORK

Abstract

This study examines the ethical implications of implementing generative AI tools within the Nigerian polytechnic system. The study employed a mixed-methods approach, integrating both descriptive and exploratory designs. Data was collected from a cohort of 600 participants, comprising administrators, departmental staff, and students from three state polytechnics in the South-South geopolitical zone of Nigeria, via a multi-stage sampling method. The investigation, employing a dual methodology, demonstrates a substantial correlation between awareness of ethical issues and the perceived responsible utilization of generative AI. Although stakeholders acknowledge AI's promise to improve learning and administrative efficiency, apprehensions about academic integrity, data privacy, and algorithmic prejudice are widespread. The results highlight the immediate necessity for the creation and execution of a thorough ethical framework to direct the responsible integration of generative AI in Nigerian polytechnics. This study enhances the dialogue on AI in education by presenting empirical insights from a Nigerian polytechnic viewpoint and proposes recommendations for polytechnic administrators to promptly lead the creation of a thorough institutional framework for the ethical utilization of generative AI.