International Council for Education, Research and Training

Artificial Intelligence To Curtail Poverty And Attain Sdg-1: Lecturers’ Perceptions

Adesina, Abiodun Ezekiel

Faculty of Science Education, Department of Biology & Integrated Science Education, Emmanuel Alayande University of Education, Oyo, Oyo State, Nigeria

Abstract

Poverty eradication, an essential component of SDG-1, utilizes AI in education as a transformative means to alleviate poverty through enhanced teaching efficiency, innovative learning methods and diminished inequalities. This study examines lecturers’ perceptions of AI’s role in combating poverty, employing a thematic analysis of interviews conducted with 50 participants. Five research questions guided the investigation, structured around an interview titled Lecturers’ Perceptions of Using Artificial Intelligence to Curtail Poverty and Attain SDG-1 Interview (LPUAICPSI, IRR=.79) for data collection purposes. The findings reveal varying levels of awareness regarding AI in education. Whereas thirty respondents averted to the transformative potential of AI to curtail poverty, twenty admitted to having limited knowledge yet expressed a desire to learn more, highlighting the necessity for training, retraining, skilling and reskilling in AI utilization for SDG-1 attainment. Systemic issues like too much workload, insufficient resources, and trouble with new technologies were mentioned by forty-five lecturers as things that block resilience, equal education and AI utilization to curtail poverty and attain SDG-1. Lecturers pointed out that AI could help curtail poverty, but these problems must be fixed first. It was therefore recommended, among others, that institutional management arrange seminars, workshops, conferences and symposia on AI utilization to curtail poverty and enhance SDG-1 attainment. Curriculum developers and educational policymakers should also revamp educational curricula to include AI utilization for poverty alleviation and SDG-1 attainment.

Keywords: Poverty, Artificial Intelligence, Sustainable Development Goal-1 (SDG-1); Lecturers perception.

Impact Statement

This study explores lecturers’ perceptions of artificial intelligence (AI) as a tool for poverty reduction and achieving Sustainable Development Goal 1 (SDG-1). It highlights AI’s potential to enhance education, optimize resource allocation, and improve socio-economic outcomes. The findings underscore varying levels of AI awareness among lecturers, with infrastructural limitations, inadequate training, and ethical concerns serving as barriers to AI adoption. Despite these challenges, many lecturers recognize AI’s role in alleviating poverty, particularly through educational transformation and economic inclusion. The study contributes to ongoing discussions on AI-driven sustainable development by advocating for increased AI literacy, targeted training programs, and policy reforms. By addressing systemic barriers and fostering responsible AI implementation, this research provides actionable insights for educators, policymakers, and technology developers, ultimately bridging the gap between AI innovation and poverty alleviation efforts in Nigeria and other developing contexts.

About The Author

Dr. Abiodun Ezekiel Adesina is a distinguished Senior Lecturer in the Department of Integrated Science Education at Emmanuel Alayande University of Education, Oyo, Nigeria. With a Ph.D. in Science Education from the University of Ibadan, he has dedicated his career to advancing STEAM education, artificial intelligence in education, and innovative pedagogical approaches. Dr. Adesina has a robust research portfolio, contributing extensively to national and international journals, conference proceedings, and book chapters. His work spans areas such as learning management systems, teacher education, and the integration of technology in science education. A member of esteemed academic societies, he has received multiple awards for excellence in research and reviewing. Passionate about curriculum development and teacher training, he actively engages in projects that enhance educational outcomes and promote sustainable learning methodologies. He mentors students at undergraduates and postgraduate levels as well as colleagues. 

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