ASSESSMENT OF TEACHERS’ AWARENESS, PERCEPTION, AND READINESS TO USE BIOSCALEAI FOR BIOLOGY TEACHING AND LEARNING IN KWARA STATE, NIGERIA

Abstract

Artificial Intelligence (AI) is transforming Biology education through personalised and
adaptive learning. However, effective AI integration depends on teachers’ awareness, perceptions,
and readiness. Despite growing interest in AI, evidence on Biology teachers’ preparedness to use
BioScaleAI in Kwara State remains limited. This study investigated Biology teachers’ awareness,
perception, and readiness to use BioScaleAI for designing an AI-augmented instructional system
for scalable Biology learning in Kwara State. A descriptive survey design was adopted. The study
involved 300 Biology teachers in public secondary schools, selected through multistage sampling
across the three senatorial districts of Kwara State. Data were collected using the Teachers’
Awareness, Perception, and Readiness to Use BioScaleAI Questionnaire (TAPRBQ). The
instrument was validated by experts and yielded a reliability coefficient of 0.80. Data were
analysed using frequency, percentage and mean, with a benchmark mean of 2.50 for decisionmaking. Findings revealed that Biology teachers had low awareness of BioScaleAI, with an
average mean of 1.59. Their perception of BioScaleAI was also low, with an average mean of 1.54,
while their readiness to use the system was similarly low, with an average mean of 1.56. Although
teachers showed relatively greater awareness of personalised and adaptive learning applications,
their understanding of practical AI integration remained limited. The study concluded that Biology
teachers were inadequately prepared to adopt BioScaleAI for Biology instruction. It recommended
regular practical AI training, improved digital infrastructure, continuous institutional support,
hands-on exposure to BioScaleAI, and the integration of AI literacy into pre-service and in-service
Biology teacher education programmes.