Undergraduates’ Perception and Readiness to Use Artificial Intelligence for Learning in Universities in Lagos State

The rapid advancement of Artificial Intelligence (AI) has significantly transformed various sectors, including education. In response to this trend, this study examined undergraduates’ perception and readiness to use AI for learning in universities in Lagos State, Nigeria. The research aimed to explore how students view AI as a learning tool, assess their preparedness to adopt AI-driven educational technologies, identify challenges hindering effective adoption, and determine whether perception and readiness vary based on gender or institutional ownership. With AI becoming increasingly vital in instructional delivery, student support, and assessment, this study contributes to the ongoing dialogue on technology-driven education by offering insights into how future professionals are responding to these digital innovations. A descriptive survey research design was adopted, targeting undergraduates across public universities in Lagos. Using a multi-stage sampling technique, 200 respondents were selected from two institutions, University of Lagos and Lagos State University. Data were collected using a validated researcher-designed questionnaire administered via Google Forms. The instrument was reviewed by academic experts and tested for reliability using test-retest and Pearson’s correlation methods. Descriptive statistics (mean, percentage, standard deviation) were used to answer research questions, while inferential statistics (ttests) assessed differences in perception and readiness based on gender and institutional ownership. Data analysis was conducted using SPSS version 25.0. Findings revealed that undergraduates generally had a positive perception of AI’s role in enhancing learning efficiency, personalization, and academic support. Most respondents indicated a high level of readiness to engage with AI tools, such as Grammarly, Turnitin, and intelligent tutoring systems. However, challenges such as limited digital literacy, poor internet access, cost of AI tools, and lack of institutional support were identified as significant barriers. Importantly, the study found no statistically significant differences in perception or readiness based on gender or type of institution, suggesting uniform awareness and openness across demographic and institutional lines. In conclusion, the study emphasized that while students are prepared and positively disposed toward AI integration in education, systemic and infrastructural challenges must be addressed to ensure equitable adoption. The study recommends investments in digital literacy training, AI workshops, infrastructure development, and the inclusion of ethical guidelines for responsible AI usage in curricula. Policymakers and educational stakeholders are urged to prioritize accessible and inclusive AI frameworks to foster a technology-ready academic environment. The research provides valuable insights for institutions aiming to align their educational models with global technological trends and prepare students for the AI-driven future of work and learning.