Adoption of Artificial Intelligence Tools for Teaching and Learning Fine and Applied Arts in Tertiary Institutions in Edo State, Nigeria
DOI:
https://doi.org/10.31150/jhai.v4i1.3600Keywords:
artificial intelligence, generative AI, fine and applied arts, art education, adoption, UTAUT, tertiary institutions, Edo StateAbstract
This study examined the adoption of artificial intelligence (AI) tools for teaching and learning fine and applied arts in tertiary institutions in Edo State, Nigeria. The rapid emergence of generative AI, text-to-image systems such as Midjourney and DALL-E, conversational tools such as ChatGPT, and AI-assisted design software, has begun to reshape art education worldwide, yet little empirical evidence exists on how these tools are being taken up in Nigerian art schools. Adopting a descriptive survey design supported by key-informant interviews, the study sampled 248 lecturers and students drawn from fine and applied arts departments in leading Edo State institutions, including the University of Benin, Auchi Polytechnic, Ambrose Alli University, and Edo State University. Data were analysed using descriptive statistics and chi-square tests at the 0.05 level of significance, with the Unified Theory of Acceptance and Use of Technology (UTAUT) as the guiding framework. Findings show high awareness of general-purpose AI tools (ChatGPT 86%; Midjourney/DALL-E 71%) but lower and uneven use in teaching and learning (61% and 44% respectively), with advanced tools such as generative 3D modelling barely adopted (15%). Respondents strongly affirmed AI's usefulness for idea generation, visual reference, personalised feedback, and student engagement, while voicing concern over academic integrity and the erosion of hand skills. Chi-square analyses revealed statistically significant relationships between facilitating conditions and adoption, between training and perceived usefulness, and between institutional support and learning outcomes. The study concludes that AI holds considerable promise for fine and applied arts education in Edo State but that its responsible integration depends on infrastructure, training, clear policy, and pedagogies that protect creativity and integrity. Recommendations include curriculum integration, staff development, and institutional AI-use guidelines.
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