{"id":11997,"date":"2025-04-23T09:29:09","date_gmt":"2025-04-23T08:29:09","guid":{"rendered":"https:\/\/icertpublication.com\/?page_id=11997"},"modified":"2025-04-23T11:42:31","modified_gmt":"2025-04-23T10:42:31","slug":"leveraging-artificial-intelligence-to-promote-lifelong-learning-for-sustainable-educational-development-a-survey-of-in-service-teachers-in-sokoto-state-nigeria","status":"publish","type":"page","link":"https:\/\/icertpublication.com\/index.php\/edu-mania\/edumania-an-international-multidisciplinary-journal-vol-03-issue-02\/leveraging-artificial-intelligence-to-promote-lifelong-learning-for-sustainable-educational-development-a-survey-of-in-service-teachers-in-sokoto-state-nigeria\/","title":{"rendered":"Leveraging Artificial Intelligence to Promote Lifelong Learning for Sustainable Educational Development: A Survey of In-Service Teachers in Sokoto State, Nigeria"},"content":{"rendered":"\t\t
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Leveraging Artificial Intelligence to Promote Lifelong Learning for Sustainable Educational Development: A Survey of In-Service Teachers in Sokoto State, Nigeria\n<\/h4>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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Bawa, Nura<\/span><\/p>

Department of Curriculum Studies and Educational Technology, Faculty of Education and Extension Services, <\/span><\/p>

Usmanu Danfodiyo University, Sokoto, Nigeria<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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Abstract\n<\/h6>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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The integration of artificial intelligence (AI) in education has the potential to transform the way teachers learn and develop their professional skills. This study investigates the role of AI in promoting lifelong learning among in-service teachers, with a focus on sustainable educational development. A survey design was employed; all the in-service teachers in Sokoto state formed the population of the study, and 372 in-service teachers participated in the study. An instrument title, AI for Lifelong Learning, was used for data collection. It was validated, and a pilot test was conducted. A reliability index of 0.94 was obtained using Cronbach’s alpha at a 0.05 level of significance. The results revealed that AI is instrumental in promoting lifelong learning, with significant implications for teacher professional development and student learning outcomes. The study concludes that AI can enhance teachers’ ability to adapt to changing educational landscapes, improve their pedagogical skills, and increase their confidence in using technology to support student learning. Based on the findings, it is recommended that educators and policymakers prioritize the integration of AI in teacher education programs and professional development initiatives. Additionally, further research is needed to explore the specific ways in which AI can be used to support lifelong learning and to develop strategies for addressing the potential challenges and limitations of AI-based learning.<\/span><\/p>

Keywords:<\/span> Artificial intelligence; lifelong learning; sustainable educational development.<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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Impact Statement\n<\/h6>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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This study emphasizes how artificial intelligence (AI) has the power to revolutionize teacher professional development and encourage lifelong learning.\u00a0 The study offers strong support for reconsidering teacher education and professional development programs by showing that integrating AI improves in-service teachers’ pedagogical abilities, technical confidence, and flexibility to changing educational demands.\u00a0 The thorough survey of 372 in-service teachers in Sokoto State and the strong methodology demonstrated by a high reliability score (0.94) attest to the fact that AI is not just an additional tool but a crucial driver of long-term educational growth.\u00a0 The results urge more research into maximizing AI-based learning methodologies while resolving potential obstacles, and they support legislative changes that give AI integration into teacher preparation programs top priority.\u00a0<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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About The Author\n<\/h6>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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Dr. Nura Bawa, a senior lecturer working with Usmanu Danfodiyo University, Sokoto, is a well-organized, creative, and self-motivated qualified educational technologist specializing in e-learning. Dr. Bawa is open minded, resourceful, has an inquiring mind, and has an optimistic outlook on life. He is very passionate about the results his duties bring from the services he renders. Dr. Bawa possesses a good sense of humour and the ability to develop and motivate others. These, and his ability to communicate comfortably at all levels, make him a good team player. Academically, Dr. Bawa obtained a BSc in Economics (Education), an MSc, and a PhD in Educational Technology. As part of his contributions to academia, he attended over 30 national and international conferences and published over 40 articles in highly recognized journals.<\/span><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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References\n<\/h6>\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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\u00a0<\/p>

  1. Ali, M., Eze, S., & Suleiman, A. (2023). The role of AI technologies in enhancing instructional quality in Nigeria: A survey of in-service teachers. <\/span>International Journal of Educational Technology<\/span>, <\/span>15<\/span>(2), 145\u2013160.<\/span><\/p><\/li>

  2. Brant, C., Mortenson, K., & Smith, L. (2020). Challenges in implementing AI in educational settings. <\/span>Journal of Education and Technology<\/span>, <\/span>12<\/span>(4), 211\u2013225.<\/span><\/p><\/li>

  3. Eze, S., Ali, M., & Ibrahim, N. (2022). Overview of AI adoption among educators in Nigeria: Barriers and opportunities. <\/span>Educational Research Review<\/span>, <\/span>18<\/span>(1), 99\u2013115.<\/span><\/p><\/li>

  4. Khan, M. A., & Hameed, A. (2023). Barriers to the integration of AI in education: Insights from developing countries. <\/span>Journal of Educational Systems<\/span>, <\/span>10<\/span>(1), 45\u201360.<\/span><\/p><\/li>

  5. Luckin, R., Holmes, W., Grice, J., & Theroux, M. (2016). <\/span>Intelligence unleashed: An argument for AI in education<\/span>. Pearson Education.<\/span><\/p><\/li>

  6. Santos, R. R., Amaral, A., & Ferreira, J. (2022). AI technologies and professional development: Enabling lifelong learning for educators. <\/span>Teaching and Teacher Education<\/span>, <\/span>106<\/span>, 103\u2013112.<\/span><\/p><\/li>

  7. Schmid, R. F., Karpinski, A., & Stein, E. (2021). Factors influencing technology adoption among teachers: A meta-analysis. <\/span>Educational Technology and Society<\/span>, <\/span>24<\/span>(3), 134\u2013150.<\/span><\/p><\/li>

  8. Suleiman, A., Eze, S., & Ali, M. (2023). Impact of AI-driven professional development on teacher confidence in Nigeria. <\/span>Teacher Education and Practice<\/span>, <\/span>20<\/span>(2), 148\u2013164.<\/span><\/p><\/li>

  9. Yuan, Y., Hu, Y., & Lin, Y. (2021). AI in education: Types and utilization of AI technologies in teaching and learning. <\/span>Education and Information Technologies<\/span>, <\/span>26<\/span>(4), 3367\u20133382.<\/span><\/p><\/li><\/ol>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t

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    Leveraging Artificial Intelligence to Promote Lifelong Learning for Sustainable Educational Development: A Survey of In-Service Teachers in Sokoto State, Nigeria Bawa, Nura Department of Curriculum Studies and Educational Technology, Faculty of Education and Extension Services, Usmanu Danfodiyo University, Sokoto, Nigeria Abstract The integration of artificial intelligence (AI) in education has the potential to transform the […]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":11893,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"site-sidebar-layout":"no-sidebar","site-content-layout":"page-builder","ast-site-content-layout":"default","site-content-style":"default","site-sidebar-style":"default","ast-global-header-display":"","ast-banner-title-visibility":"","ast-main-header-display":"","ast-hfb-above-header-display":"","ast-hfb-below-header-display":"","ast-hfb-mobile-header-display":"","site-post-title":"disabled","ast-breadcrumbs-content":"","ast-featured-img":"disabled","footer-sml-layout":"","theme-transparent-header-meta":"default","adv-header-id-meta":"","stick-header-meta":"","header-above-stick-meta":"","header-main-stick-meta":"","header-below-stick-meta":"","astra-migrate-meta-layouts":"default","ast-page-background-enabled":"default","ast-page-background-meta":{"desktop":{"background-color":"var(--ast-global-color-4)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"ast-content-background-meta":{"desktop":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"tablet":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""},"mobile":{"background-color":"var(--ast-global-color-5)","background-image":"","background-repeat":"repeat","background-position":"center center","background-size":"auto","background-attachment":"scroll","background-type":"","background-media":"","overlay-type":"","overlay-color":"","overlay-opacity":"","overlay-gradient":""}},"footnotes":""},"class_list":["post-11997","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/icertpublication.com\/index.php\/wp-json\/wp\/v2\/pages\/11997","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/icertpublication.com\/index.php\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/icertpublication.com\/index.php\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/icertpublication.com\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/icertpublication.com\/index.php\/wp-json\/wp\/v2\/comments?post=11997"}],"version-history":[{"count":4,"href":"https:\/\/icertpublication.com\/index.php\/wp-json\/wp\/v2\/pages\/11997\/revisions"}],"predecessor-version":[{"id":12044,"href":"https:\/\/icertpublication.com\/index.php\/wp-json\/wp\/v2\/pages\/11997\/revisions\/12044"}],"up":[{"embeddable":true,"href":"https:\/\/icertpublication.com\/index.php\/wp-json\/wp\/v2\/pages\/11893"}],"wp:attachment":[{"href":"https:\/\/icertpublication.com\/index.php\/wp-json\/wp\/v2\/media?parent=11997"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}