BUSINESS EDUCATORS EDUCATIONAL CONTENT CREATION IN THE ERA OF ARTIFICIAL INTELLIGENCE FOR PEDAGOGICAL ENHANCEMENT IN CROSS RIVER STATE

Abstract

The study examined the perception and utilization of artificial intelligence (AI) among business educators in Cross River State, Nigeria, for educational content creation and pedagogical enhancement. Two research questions and two null hypotheses guided the study. A descriptive survey design was adopted, and the population comprised all 87 business educators (51 males and 36 females) across four tertiary institutions in Cross River State. A census approach was employed due to the manageable population size. Data were collected using a self-designed questionnaire titled Questionnaire on Artificial Intelligence for Educational Content Creation (QAIECC), validated by three experts and pilot-tested for reliability, yielding a Cronbach’s alpha coefficient of 0.87. Descriptive statistics (mean and standard deviation) and inferential statistics (independent samples t-test) were used for data analysis at a 0.05 significance level. The findings revealed that business educators perceived AI as highly beneficial for content preparation (grand mean = 3.30, High Extent), particularly for generating customized materials, improving instructional quality, and enhancing multimedia content. However, the actual utilization of AI tools was low (grand mean = 2.08, Low Extent), with the least usage observed in personalized learning paths and automated assessments. The hypotheses testing showed no significant gender-based differences in perception (t(85) = 0.87, p > 0.05) or utilization (t(85) = 0.52, p > 0.05). The study highlights a gap between educators’ positive perceptions and their practical application of AI, emphasizing the need for institutional support, infrastructure investment, and targeted training programs. Recommendations include integrating AI literacy into business education curricula, developing national frameworks for AI adoption, and fostering collaborations between institutions and AI developers to create localized solutions. These measures aim to bridge the implementation gap and enhance pedagogical practices in business education.