STUDENTS’ DISPOSITION TO HUMAN-ARTIFICIAL INTELLIGENCE COLLABORATION IN HIGHER SETTINGS IN A FEDERAL UNIVERSITY IN NIGERIA

Abstract

This study investigates students' disposition toward Human-Artificial Intelligence (AI) collaboration in higher education, focusing on undergraduate students at the University of Ibadan, Nigeria. As AI becomes increasingly integrated into education, understanding students’ engagement with AI-driven tools and their perceptions of its effectiveness is crucial. The literature review highlights the transformative role of AI in education, particularly in enhancing personalized learning, automating administrative tasks, and supporting decision-making. However, concerns about privacy, bias, and over-reliance on AI persist. Grounded in cognitive and technological learning theories, this study employs a descriptive survey research design. Data was collected from 228 undergraduate students enrolled in an Instructional Technology course using a structured questionnaire (HAICHSQ), which had a reliability coefficient of 0.76. Descriptive analysis, including frequency counts, percentages, means, and standard deviations, was used to analyze students’ AI usage, perceptions, and expectations. Findings indicate that while students widely utilize AI for academic support and view it positively, a notable minority express concerns regarding its ethical implications. The study concludes that AI enhances learning experiences but should complement, rather than replace, human educators. To optimize AI integration in education, the study recommends the development of ethical AI policies, digital literacy training, and collaboration between AI developers and educators to create inclusive and adaptive learning environments.