An investigation into the Cultural implications of the utilization of Artificial Intelligence (AI) tools in Higher Education in Nigeria

Abstract

This study investigates the cultural implications and inclusivity of Artificial Intelligence (AI) tools in higher education in Nigeria. Using a quantitative research methodology and a survey research design, data was collected from 157 staff members of a college of education in Zaria. The findings reveal critical concerns about the impact of AI tools on local knowledge systems, cultural heritage, and traditional pedagogical practices. The results show that AI tools developed within Western frameworks may overlook indigenous languages and cultural contexts, potentially leading to the erosion of cultural identities and biases. Furthermore, unequal access to technology and socio-economic barriers contribute to the exclusion of marginalized groups, particularly women and students with disabilities. Despite these challenges, the study highlights the potential for AI to promote personalized learning and inclusivity, particularly through features such as adaptive learning systems and assistive technologies. However, gaps remain in making AI tools fully inclusive, particularly in terms of multilingual resources, mobile accessibility, and gender equity. Based on these findings, the study recommends the development of AI tools that reflect Nigeria’s linguistic and cultural diversity, as well as the implementation of comprehensive digital literacy training for educators and students. Collaborative efforts among educators, policymakers, and technology developers are essential to creating an inclusive and culturally responsive AI-enabled educational environment.