Title: Pedagogical AI Literacy and Instructional Delivery Realities among Agricultural Education Lecturers in South-South Nigeria
Authors: Patience Yemi OLISA
PhD
Volume: 10
Issue: 8
Pages: 81-88
Publication Date: 2026/08/28
Abstract:
This study examined Pedagogical AI Literacy and Instructional Delivery Realities among Agricultural Education Lecturers in South-South Nigeria. Operating on a correlational survey design, the study used a census approach to involve all 85 lecturers working across the public universities within this geopolitical zone. Data collection relied on a self-developed questionnaire. To ensure validity, three experts from Niger Delta University evaluated the instrument-two specializing in Educational Foundations and one in Agricultural Science Education. A subsequent Cronbach's alpha analysis confirmed high instrument reliability (? = 0.84). Statistical analysis via SPSS version 25 utilized descriptive statistics, Pearson Product-Moment Correlation, and multiple linear regression. The empirical results demonstrated strong, positive, and statistically significant relationships among all variables examined. Specifically, a significant relationship was found between AI conceptual knowledge and instructional delivery realities (r = .767, p < .001), while the relationship between AI practical application and instructional delivery realities also showed a robust positive association (r = .743, p < .001). Furthermore, the relationship between AI ethical awareness and instructional delivery realities served as a definitive predictor (r = .720, p < .001). The regression model established that these three dimensions collectively explain 76.4% of the total variance in instructional delivery (Rē = .764, p < .001). Based on these findings, immediate intervention is required from the National Universities Commission (NUC) and individual university managements to implement solar-powered departmental tech laboratories and structured capacity-building initiatives.