Artificial intelligence and the changing social roles of educators in Nigeria: Ethical and social implications
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Date
2024-04
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Publisher
Department of Arts and Social Science Education
Abstract
The integration of artificial intelligence (AI) into education has sparked significant transformation in teaching and learning process globally, redefining the roles of teachers. This study examined the ethical and social implications of AI on teachers'' roles in Nigeria, focusing on how these changes impact professional identity, teacher-students' relationships, and job security. Employing a mixed-methods approach, data were collected from a randomly selected sample of 300 teachers through structured questionnaire and semi-structured interviews. Quantitative data were analysed using descriptive statistics, while qualitatve data were subjected to thematic analysis. The findings revealed that while Ai enhances instructional efficiency and supports personalised learning, it also raises concerns about deminishing teacher-students interactions and evolving professional identity. Ethical issues, such as data privacy, algorithmic bias, and acountanbility, were prominent, alongside challenges related to unequal access to AI tools in rural areas. The study concludes that while AI offers tranformative potential, its integration must be carefully managed to safeguard the social and ethical dimensions of education. Recommendations include policies to bridge the digital divide, support teachers in adapting to AI, and ensure that human-centred teaching remains integral to education in the AI era.
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Keywords
Artificial intelligence, social Roles Education, Teachers