Influential factors on students’ artificial intelligence skill acquisition as perceived by business education lecturers in tertiary institutions in Anambra state

Abstract

This study investigated influential factors on students’ acquisition of artificial intelligence (AI) skills acquisition as perceived by business education lecturers in tertiary institutions in Anambra State. Guided by two research questions and two null hypotheses, the study employed a survey design with 112 lecturers in public tertiary institutions offering business education programme in the Anambra State. Data were collected using a validated 16-item structured questionnaire, with reliability coefficients of .89 and .87 obtained for clusters B1 to B2, and overall value of.88 established through Cronbach Alpha. The researcher with the help of three research assistants was involved in direct method of data collection. Mean, standard deviation, and t-test were used for analysis. Findings revealed that both institutional-related and lecturer-related factors significantly affect students’ AI skill acquisition, while teaching experience had no significant impact on lecturers’ perceptions. The study concluded that inadequate institutional support, limited resources, and insufficient lecturer preparedness hinder effective integration of AI skills into business education programs. It recommended that tertiary institution administrators invest in modern computing resources, update business education curricula with current AI concepts, provide access to relevant learning materials, and encourage collaboration between business and technology-related departments to enhance curriculum relevance and resource sharing.