Perceptions of University Lecturers on the Integration of Artificial Intelligence in Life Science: A Case Study of the University of Delta, Agbor, Nigeria

Abstract

The integration of artificial intelligence (AI) in higher education has become a global priority, offering innovative opportunities for personalized learning, advanced laboratory simulations, and data-driven teaching methods. This study examined the perceptions of university lecturers on the integration of AI in life science education at the University of Delta, Agbor, Nigeria. A descriptive survey design was adopted, and data were collected from 50 lecturers across the departments of Biology, Biochemistry, and Microbiology. Two research questions and two hypotheses guided the study. Descriptive statistics such as mean, frequency, and standard deviation were used to answer the research questions, while Pearson’s correlation and regression analysis tested the hypotheses at a 0.05 level of significance. Findings revealed that lecturers generally perceived AI as beneficial in enhancing student engagement, teaching efficiency, and laboratory-based simulations. However, challenges such as inadequate infrastructure, limited institutional support, and ethical concerns were identified as barriers to full adoption. While lecturers expressed high willingness to integrate AI tools, their readiness was moderate, constrained by lack of training and confidence in using AI applications. Hypothesis testing indicated that lecturers’ AI awareness significantly influenced their readiness to adopt AI, while institutional support strongly predicted willingness to adopt AI-based tools in teaching. The study concludes that AI has significant potential to transform life science education in Nigeria but requires adequate institutional support, policy frameworks, and continuous professional development. Recommendations include strengthening infrastructural support, capacity building, and establishing ethical guidelines for AI use in education.