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Artificial Intelligence (AI) is revolutionising education and making learning more accessible. However, its overdependence by undergraduates and lecturers is sparking debates about its importance; BENJAMIN SAMSON writes....READ ORIGINAL & FULL CONTENT FROM SOURCE | READ ORIGINAL & FULL CONTENT FROM SOURCE...
Undoubtedly, Artificial Intelligence (AI) is revolutionising industries worldwide and is now fully integrated into education. In Nigeria, where the education sector faces numerous challenges, such as inadequate infrastructure, lack of qualified teachers, and inconsistent access to learning resources, AI has the potential to bridge significant gaps.
Speaking to this reporter in an interview, a computer programmer with XISCO Academy, Dr. Ayo Bamgbose, said the technology can bridge learning gaps between developed and developing nations like Nigeria.
He said, “By integrating AI into education, Nigeria can enhance teaching, improve learning outcomes, and provide students with personalised educational experiences. However, successful integration requires careful planning, infrastructure investment, and policy support.
“AI comes with numerous opportunities for the educational system in Nigeria. The Integration of AI can provide students with individualised learning paths based on their abilities, learning styles, and progress. This is particularly important in Nigeria, where classrooms are often overcrowded, and teachers may struggle to cater to each student’s unique needs. AI-powered platforms, such as intelligent tutoring systems, can adapt content, provide real-time feedback, and suggest additional learning materials to enhance student comprehension.
“AI can enable the creation of advanced e-learning platforms that simulate classroom experiences. For students in remote or underserved areas, this can provide access to quality education even with few qualified teachers. AI can facilitate virtual classrooms, interactive discussions, and automated assessments, allowing students to learn from anywhere.”
Likewise, a software developer and lecturer at Covenant University Ota, Ogun state, Dr. Lucky Idehin said, “AI can streamline administrative processes such as grading, attendance tracking, and scheduling. This can free up teachers’ time, allowing them to focus more on actual teaching. For example, AI systems can quickly assess student assignments, detect patterns in student performance, and generate reports that can help teachers identify areas where students may need additional support.
“It can empower teachers with tools for lesson planning, content delivery, and student assessment. Platforms using natural language processing and machine learning can analyse vast amounts of educational content and present it in ways that enhance teaching efficiency. In turn, this allows teachers to focus on interacting with students rather than spending excessive time on preparation.”
Abuse
However, while students and innovators hail AI tools like ChatGPT for enhancing their learning experience, lecturers are raising concerns about the growing dependence on AI, which they argue fosters laziness and undermines academic integrity, especially with many students unable to defend their assignments and projects.
In an interview with this reporter, Dr. Paul Nnameka, an Associate Professor at Mountain Top University in Lagos state, expressed frustration over the growing reliance on AI-generated responses among students, recounting a recent experience he had.
“I gave an assignment to my MBA students, and out of over 100 students, about 40% submitted the exact same answers. These students did not even know each other, but they all used the same AI tool to generate their responses,” he said.
He noted that this trend is prevalent among both undergraduate and post-graduate students, but is especially concerning in part-time and distance-learning programs.
“AI is a serious challenge when it comes to assignments and projects. Many students no longer think critically, they just go online, generate answers, and submit. University lecturers are increasingly concerned about students submitting AI-generated assignments without truly understanding the content,” he said.
Likewise, Dr. Joel Arome, a lecturer at Federal University, Lokoja expressed his concerns about students increasingly relying on ChatGPT, only to struggle with answering basic questions when tested.
“Many students copy from ChatGPT and submit polished assignments, but when asked basic questions, they go blank. It’s disappointing because education is about learning, not just passing courses,” he said.
He pointed out that the increasing number of first-class graduates cannot be entirely attributed to AI but admitted that even high-performing students use these tools.
“A first-class student is a first-class student, AI or not, but that doesn’t mean they don’t cheat. The benefits of AI may be peripheral, but it is making students more dependent and less analytical,” he said.
Similarly, the proprietor of Propcorn, a technology incubator firm, Abdulkadir Malik, said wrong use of AI could stifle innovation and critical thinking.
He said, “Many students have succumbed to the allure of AI shortcuts, prioritising convenience over genuine intellectual growth, and the growing trend of misuse is not only alarming but also detrimental to their future and the nation’s development.
“AI tools like ChatGPT, plagiarism detection software, and automated essay generators are meant to complement learning by providing guidance, resources, and support. Unfortunately, instead of using these tools to explore complex ideas, clarify concepts, or refine their understanding, a significant number of Nigerian students use AI to bypass hard work. Assignments are often completed with minimal effort, and research projects are churned out without personal input or critical thinking.
“This dependency has cultivated a culture of academic laziness. Many students no longer strive to deeply engage with their studies, opting instead for AI to do the heavy lifting. This results in a generation that is less prepared for the workforce and lacks essential skills like creativity, problem-solving, and independent thought.
“The misuse of AI in education undermines the very purpose of higher learning, which is to foster intellectual growth, curiosity, and innovation. By outsourcing their efforts, students miss the opportunity to build foundational knowledge and develop critical thinking skills. Over time, this can lead to academic dishonesty.”
Continuing, he said, “Over-reliance on AI can tempt students into plagiarism or submitting work that isn’t their own, eroding the credibility of their academic achievements.
“Graduates may lack the practical and analytical skills needed to excel in their careers, making them less competitive in the job market. It could also erode trust. Employers and educators may lose confidence in graduates’ abilities, further compounding the challenges of youth unemployment.”
Lecturers not left out
Another lecturer, Dr. Reuben Ataawaji, from Bayelsa State University, raised a different concern that some lecturers themselves are guilty of the same practice.
“It’s not just students using AI lazily. Some lecturers, out of their own laziness, generate lesson notes, course outlines, marking schemes, and even exam questions with AI without reviewing them. Students in turn use AI to generate answers. It’s a cycle of laziness and it is killing real learning,” he said.
Similarly, Malik said, “Surprisingly, some lecturers are also accused of over-relying on AI, setting a cycle where both educators and students turn to AI for convenience rather than intellectual rigour.
“This debate raises critical questions about the role of AI in academic integrity and student development. According to a UNESCO report, while ChatGPT reached 100 million monthly active users in January 2023, only one country had released regulations on generative AI as of July 2023. As of December 2024, ChatGPT had over 300 million people using the AI chatbot each week and 1 billion messages sent every day around the world.”
Students’ take
Students, on the other hand, believe that AI has improved their learning experience by making academic materials more understandable and accessible.
Speaking with this reporter, Joyce Chuckwuma, a 300-level of Computer at Nnamdi Azikiwe University, Akwa, admitted to using AI to do assignments and class work.
She said, “I use AI to do most of my assignments and research. They serve as a guide. A better understanding of these AI systems allows students to make informed choices about using them. In future learning and careers, an understanding about AI will allow us to use smart machines effectively to enhance our capabilities. I don’t depend on it 100 percent, it only serves as a guide in research.”
Also, Abubakar Majidadi, a student of Linguistics at Federal University, Lafia, AI is a useful tool for students who want to be proficient in international languages.
He said, “I use it as a guide in learning international languages like French and Arabic. International students trying to learn English, or even English-speaking students trying to learn another language, use AI tools to a great extent to practice their vocabulary and chatting capabilities.
“The feedback loop an AI tool can offer greatly supports language learners and can be considered for educators to incorporate into their classrooms.”
On his part, a student of Computer Science at Federal Polytechnic Nasarawa, Endurance Yerima, said, “While many students already rely on AI for daily tasks, not all lecturers are enthusiastic about the technology. Many lecturers believe AI is hindering students from learning fundamental skills in math, reading and writing.”
Regulation
Meanwhile, Arome called for the regulation of the technology to reduce its abuse and negative impacts on our education system.
“The Nigerian government should establish clear guidelines for the ethical use of AI in education. These guidelines must address concerns related to data privacy, transparency, and fairness in AI algorithms, ensuring that the technology is used responsibly and inclusively.
“Integrating AI into Nigeria’s education system presents a transformative opportunity to improve learning outcomes, enhance teacher effectiveness, and bridge the gaps in access to quality education. However, realising this potential will require urgent and strategic investments in infrastructure, teacher training, and digital literacy.
“By creating supportive policies, fostering partnerships, and ensuring ethical AI use, Nigeria can leverage AI to build a more equitable and efficient education system for the future,” he said.
Also, Bamgbose said, “AI is not inherently bad. In fact, it is one of the most powerful tools available for learning. The problem lies in how it is used. Nigerian students need to embrace AI as a partner in their education, not a crutch.
“They can use AI to clarify concepts, brainstorm ideas, or receive feedback on assignments rather than using it to produce entire projects. They should treat AI-generated responses as starting points. Students should critically analyse, verify, and expand on the information provided by AI.
“Nigerian researchers should focus more on building research, writing, and problem-solving skills alongside AI usage to ensure personal growth. They must understand the ethical implications of AI in academics and adhere to guidelines set by educators.”
He continued: “The rise of AI is an opportunity for Nigerian students to enhance their learning and contribute meaningfully to society. However, this potential can only be realised if AI is used responsibly. Educators, policymakers, and students themselves must work together to shift the narrative from one of misuse to one of empowerment.
“The goal should be to create a culture where AI is a tool for learning, not a shortcut to avoid it. The future of education in Nigeria depends on how this generation embraces technology. Will it be a stepping stone to greatness or a pitfall of complacency? The choice lies in our hands.”
