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<p>Artificial Intelligence (AI) has realized many potentials in education. Even with these advantages, concerns regarding data privacy, accessibility, ethics, bias, critical thinking, and student-teacher interaction as well as academic integrity exist. Hence, this empirical research evaluates the role of AI in current educational practice and highlights students’ ethical concerns regarding AI-driven education based on their use of AI in selected Nigerian universities. The study employed a quantitative cross-sectional approach. A total of 535 responses were collected via an online survey from students in eight participating universities across different states in Nigeria. The result was evaluated using SPSS and PLS-SEM. The study findings show there is an interdependent and complex relationship between students’ motivation (β = 0.415, <i>p</i> &lt; 0.01), the challenges they encounter using AI technologies (β = 0.142, <i>p</i> &lt; 0.01), their use of AI (β = 0.568, <i>p</i> &lt; 0.01), and their ethical awareness (β = 0.183, <i>p</i> &lt; 0.01) when it comes to AI in education. On the contrary, no significant correlation exists between AI usage and ethical considerations (β = 0.099). Therefore, it is crucial that Nigerian universities implement formal AI policies and guidelines to control the use of AI and provide practical references for instructors, legislators, and EdTech designers.</p>

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Ethical considerations of AI-driven education based on student’s AI use in selected Nigerian universities

  • 期刊论文

  • 出版模式：

    开放获取

  • 发表日期：

    2026年5月13日

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  • Patience Ebekeyi Bakre,
  • Fa’iza Tukur-Bello

摘要

Artificial Intelligence (AI) has realized many potentials in education. Even with these advantages, concerns regarding data privacy, accessibility, ethics, bias, critical thinking, and student-teacher interaction as well as academic integrity exist. Hence, this empirical research evaluates the role of AI in current educational practice and highlights students’ ethical concerns regarding AI-driven education based on their use of AI in selected Nigerian universities. The study employed a quantitative cross-sectional approach. A total of 535 responses were collected via an online survey from students in eight participating universities across different states in Nigeria. The result was evaluated using SPSS and PLS-SEM. The study findings show there is an interdependent and complex relationship between students’ motivation (β = 0.415, p < 0.01), the challenges they encounter using AI technologies (β = 0.142, p < 0.01), their use of AI (β = 0.568, p < 0.01), and their ethical awareness (β = 0.183, p < 0.01) when it comes to AI in education. On the contrary, no significant correlation exists between AI usage and ethical considerations (β = 0.099). Therefore, it is crucial that Nigerian universities implement formal AI policies and guidelines to control the use of AI and provide practical references for instructors, legislators, and EdTech designers.