The results indicate that the overall level of readiness remains moderate and unevenly distributed, and the need for a well-planned institutional strategy through teacher capacity building, the strengthening of digital infrastructure, and the formulation of AI implementation policies aligned with the educational values of Muhammadiyah is highlighted.
Abstract
Artificial Intelligence (AI)-based educational transformation requires schools to be institutionally prepared in terms of human resources, infrastructure, and policy governance. This study aims to analyze the readiness of Muhammadiyah schools to face the implementation of an AI-based curriculum. The study employed a mixed methods approach with a descriptive-analytical design. Data were collected through surveys, interviews, observations, and document analysis across several Muhammadiyah schools. The analysis integrated quantitative and qualitative findings to obtain a comprehensive understanding of school readiness. The results indicate that the overall level of readiness remains moderate and unevenly distributed. Teachers demonstrated positive attitudes toward the use of AI in teaching and learning; however, their AI-related technical and pedagogical competencies remain limited. In terms of infrastructure, some schools still lack adequate technological devices and digital access. Meanwhile, students showed a relatively high level of adaptability to digital technology use. At the institutional level, policies regarding the integration of AI into the curriculum remain partial and unsystematic. This study highlights the need for a well-planned institutional strategy through teacher capacity building, the strengthening of digital infrastructure, and the formulation of AI implementation policies aligned with the educational values of Muhammadiyah. These findings contribute to the development of a school readiness model for AI-based curriculum transformation in Indonesia.
The integration of Artificial Intelligence (AI) in special education presents transformative opportunities for inclusive and differentiated instruction. This study examined the level of use and readiness of teachers at Tomas Sagun Integrated School, Pagadian City, Philippines, in adopting AI tools within special education settings. Employing a descriptive-survey research design, the study gathered data from special education (SPED) teachers through a validated questionnaire assessing their awareness, frequency of AI tool use, perceived competence, and overall readiness to integrate AI in teaching learners with diverse needs. Findings revealed that while most teachers demonstrated a moderate level of readiness, actual use of AI-powered instructional tools remained limited, largely attributed to insufficient training, limited access to technology, and a lack of institutional support. Teachers expressed a positive disposition toward AI adoption but identified professional development and infrastructure improvement as critical enablers. The study underscores the need for targeted capacity-building programs, policy frameworks, and resource allocation to support AI integration in SPED classrooms. Recommendations are directed at school administrators, curriculum planners, and education policymakers to bridge the gap between readiness and actual AI utilization, ultimately enhancing the quality of education for learners with special needs.
Mike R. Canoy, April Dawn B. Ruales, Justriel G. Tutor et al.· International Journal of Edu...· 0 citations
The study investigated the awareness, use and institutional readiness for adopting Artificial
Intelligence (AI) in some selected polytechnics in Adamawa and Taraba States, Nigeria. The study
is designed to evaluate the preparedness of stakeholders in relation to AI implementation, and
assess the extent of use of Artificial intelligence practices in Teaching-Learning and administrative
processes. This study employed a descriptive survey design, using a quantitative approach. Data
were collected from a cohort of academic staff, administrative staff, ICT personnel and students
via a structured questionnaire that was validated in terms of content, reliability and usability by
members of the target population and then analysed using descriptive & inferential statistics. The
results show that respondents are somewhat knowledgeable about AI and view its potential to
improve educational outcomes in a favorable light. On the other hand, institutional readiness is
assessed to be low with major deficiencies in infrastructure, staff training and policy frameworks.
The research also finds that AI usage in academics and administrative areas tends to be largely
confined to niche pockets like research support. The conclusion is that there is strong awareness
and willingness among stakeholders, but the poor institutional capacity limits effective deployment
of AI. It calls for greater investment in infrastructure, capacity-building and those clear policies
be developed to guide the gradual and sustainable integration of AI into tertiary education.
Mohammed Hamidu· Research Journal of Pure Sci...· 0 citations
This study examined the role of Artificial Intelligence (AI) in enhancing formative evaluation in
secondary schools in Bayelsa State, Nigeria, with particular emphasis on its application in
personalizing feedback, supporting real-time assessment and progress tracking, and identifying
students’ learning gaps. The study adopted a qualitative research design, and data were collected
through focus group discussions involving 73 participants comprising teachers, school
administrators, and education policymakers. The data were analyzed thematically using NVivo
software to identify emerging patterns and themes. Findings revealed that AI significantly
enhances formative evaluation by improving the speed, accuracy, and personalization of feedback,
as well as strengthening real-time monitoring of students’ academic progress and facilitating early
identification of learning gaps. However, the study also found that the adoption of AI in secondary
schools is constrained by inadequate infrastructural facilities, high implementation costs, limited
ICT competence among teachers, and ethical concerns relating to data privacy and algorithmic
bias. The study concluded that while Artificial Intelligence has strong potential to transform
formative evaluation practices and improve student learning outcomes, its effective integration
depends on adequate infrastructure, teacher capacity development, and strong policy frameworks
to guide ethical usage. The study recommended increased government investment in ICT
infrastructure, continuous teacher training on AI tools, and the development of clear ethical
guidelines for AI adoption in education.
Offor Ibebietei Temple· International Journal of Edu...· 0 citations
Despite growing global interest in Artificial Intelligence (AI) in education, limited empirical research has examined how teacher education institutions in developing-country and resource-constrained contexts can sustainably integrate AI into their curricula. This gap is particularly significant because many existing AI integration frameworks assume levels of technological infrastructure, institutional capacity, and digital readiness that may not reflect the realities of higher education institutions in the Global South. Against this backdrop, this study explored institutional readiness, curriculum integration pathways, and implementation strategies for Artificial Intelligence within teacher education programmes in Namibia. Guided by an interpretivist paradigm, a qualitative exploratory design was employed, using semi-structured interviews with 25 teacher educators across six university campuses. Data were analysed thematically using Braun and Clarke’s framework. The findings indicate that AI integration extends beyond technological adoption and requires coordinated curriculum transformation, institutional preparedness, and pedagogical redesign. Key integration pathways include embedding AI within faculty courses, curriculum-wide integration of AI competencies, simulation-based learning, and support for online teaching environments. Institutional readiness, particularly in terms of infrastructure, faculty capacity, and curriculum alignment, emerged as a critical determinant of implementation. While participants highlighted benefits such as improved instructional efficiency, enhanced teacher capacity, and increased learner autonomy, they also expressed concerns regarding overreliance on technology. By integrating Diffusion of Innovation (DOI) and the Technology Acceptance Model (TAM), this study advances a multi-level framework linking institutional and individual dimensions of AI adoption in teacher education. This study contributes context-specific insights to AI curriculum transformation in the Global South and provides practical implications for curriculum design, institutional strategy, and policy development.
Sydney Musipili Mutelo, Khulekani Yakobi· Education sciences· 0 citations
The rapid advancement of the digital era has accelerated the integration of Artificial Intelligence (AI) into higher education, including the learning process in the Islamic Religious Education (PAI) Study Program at Universitas Ahmad Dahlan. AI offers significant opportunities to improve learning effectiveness, yet its successful implementation depends on students' readiness to use it responsibly and effectively. This study aims to analyze the readiness of PAI students for the integration of AI in learning by examining their understanding, perceptions, and ability to utilize AI as an academic support tool. An explanatory sequential approach was employed, with data collected through classroom observations, in-depth interviews with PAI students, and documentation of AI-assisted learning activities. The findings indicate that most PAI students have positive perceptions and are receptive to the use of AI, particularly for conducting literature searches, completing academic assignments, and enhancing conceptual understanding. However, their readiness has not yet reached an optimal level due to limited digital literacy, insufficient understanding of academic ethics, and concerns about excessive dependence on AI. The study concludes that PAI students are generally prepared to integrate AI into learning, provided that digital competencies, ethical awareness, and Islamic values are continuously strengthened to ensure the responsible and meaningful use of AI in Islamic education.
S. Putri, Arif Rahman· EDUSOSHUM Journal of Islamic...· 0 citations
Artificial Intelligence (AI) is increasingly transforming higher education by enhancing teaching,
learning, research, and institutional administration. Despite its growing relevance, the adoption
of AI in many Nigerian polytechnics remains limited due to several institutional and technological
challenges. This study investigated the perceived benefits of Artificial Intelligence, barriers to its
adoption, and strategies for strengthening AI integration in selected polytechnics in Adamawa and
Taraba States, Nigeria. A descriptive survey research design employing a quantitative approach
was adopted. Data were collected from academic staff, administrative staff, ICT personnel, and
students using a structured questionnaire that was validated by experts for content and reliability.
The data were analysed using descriptive and inferential statistics. The findings revealed that
respondents perceived Artificial Intelligence as a valuable tool for improving teaching
effectiveness, research productivity, innovation, academic support, and institutional efficiency.
However, inadequate ICT infrastructure, insufficient funding, poor internet connectivity, limited
technical expertise, and inadequate staff training were identified as major barriers to effective AI
adoption. Respondents further emphasized that sustainable AI integration requires increased
investment in digital infrastructure, continuous capacity-building programmes, supportive
institutional policies, government intervention, and curriculum integration of AI concepts.
Inferential analysis indicated significant differences among respondent groups regarding
perceptions of AI benefits and significant associations between respondent category and perceived
barriers to AI adoption. The study concludes that Artificial Intelligence has considerable potential
to enhance educational quality and institutional performance in Nigerian polytechnics. However,
realizing these benefits requires deliberate investment in infrastructure, human capacity
development, policy formulation, and collaborative partnerships to support the sustainable
integration of AI into teaching, learning, research, and administrative processes.
Mohammed Hamidu, H. Yaro, Kamal Bukar· WORLD JOURNAL OF INNOVATION...· 0 citations
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