Navigating the Ethical Dilemma of Generative AI in Higher Educational Institutions in Nigeria using the TOE Framework (Published)
Generative AI tools stand at the threshold of innovation and the erosion of the long-standing values of creativity, critical thinking, authorship, and research in higher education. This research crafted a novel framework from the technology, organization, and environment (TOE) framework to guide higher educational institutions in Nigeria to navigate the ethical dilemma of generative AI. A questionnaire was used to collect data from twelve higher institutions among lecturers, students, and researchers across the six (6) geopolitical zones of Nigeria. The structural equation modeling was used to analyze the data using the SPPS Amos version 23. The results revealed that factors such as perceived risks of generative AI, Curriculum support, institutional policy, and perceived generative AI trends positively impact the need for a generative AI ethical framework in higher educational institutions in Nigeria. Furthermore, the study contributes to the adoption of theory to navigate the ethical dilemma in the use of generative AI tools in higher educational institutions in Nigeria. It also provides some practical implications that suggest the importance of inculcating ethical discussions into the curriculum as part of institutional policy to create awareness and guidance on the use of generative AI.
Keywords: AI ethics, Higher Education, TOE framework., ethical framework, generative AI
Information and Communication Technology Integration in Higher Education: Inequitable Access in Nigeria (Published)
The study was designed to investigate the availability of Information and Communication Technology facilities among undergraduate students. Descriptive survey method of the cross-sectional research design was used for the study. A stratified random sampling technique was used to select a sample of 600 from the population of undergraduate students in Rivers state Nigeria. A self-assessment instrument, ICT Facilities Availability Inventory – IFAI, developed by the researcher was used to collect data from the sample. The reliability of the instrument was determined through the test-retest method and a reliability coefficient of 0.82 was obtained. Three experts in the field of Educational Technology and two in Measurement and Evaluation confirmed the face and content validity of the instrument. Six research questions were answered using frequency and percentage while five hypotheses were tested with Chi-Square at 0.05 alpha. The results showed that undergraduate students had more access to laptops and mobile phones and less access to tablet PC and broadband connectivity. Also, over thirteen percent of students do not have access to ICT facilities. There was significant difference found on gender, modes of study, age, level of study and course of study. The conclusion is that there is inequitable access to ICT facilities among undergraduate students.
Keywords: Access, Computing device, Higher Education, Information and Communication Technology, Internet facilities