HUMAN ABILITY AND PROMPT: PANACEA TO THE USE OF GENERATIVE ARTIFICIAL INTELLIGENCE (AI) FOR TEACHING AND LEARNING

Abstract

The potential for artificial intelligence (AI) to improve teaching and learning processes has drawn a lot of interest to the incorporation of AI into the Nigerian educational system. Though teachers are already worried that AI will eventually replace them in their roles, it is important to acknowledge the indispensable role of human ability in guaranteeing the successful implementation and utilization of AI in education, even during excitement for technological advancements. Even though artificial intelligence (AI) can provide automated evaluations and individualized learning paths, human interaction is still relatively necessary to develop students' emotional intelligence, critical thinking skills, and ethical principles. The capacity to detect social signs, adjust to unforeseen classroom circumstances, and comprehend contextual intricacies is a special talent that AI systems would find difficult to match. Furthermore, human direction and facilitation are frequently needed to develop higher-order cognitive skills that result in innovative thinking (entrepreneurial development) and problem-solving. Nigerian educators can bridge the gap between theoretical knowledge and practical application because of their real-life experience and cultural awareness in navigating the complexities of local environments. Ultimately, a balanced strategy that synergizes technology innovation and human skill is required to successfully integrate AI in Nigerian classrooms. The study concluded that the Nigerian education system can pave the way for a revolutionary educational experience that develops well-rounded, critical thinkers and teachers equipped to negotiate the complexity of the twenty-first century by adopting a balanced relationship between AI and teachers.