Teachers' Perceptions of Artificial Intelligence-Supported Agricultural Learning and Agricultural Literacy Development among Primary School Pupils in Nigeria
DOI:
https://doi.org/10.55578/kne6kp56Keywords:
artificial intelligence, agricultural learning, teacher perceptions, agricultural literacy, primary school pupils, educational technology, NigeriaAbstract
Agricultural literacy is essential for preparing young learners to understand food systems, environmental sustainability, climate change, and modern agricultural practices. Artificial intelligence (AI) offers opportunities to enhance agricultural science instruction through adaptive learning, personalised instruction, and interactive educational technologies. However, evidence regarding teachers' perceptions of how AI supported agricultural learning contributes to agricultural literacy development among primary school pupils in Nigeria remains limited. This study investigated primary school teachers' perceptions of the influence of AI supported agricultural learning on agricultural literacy development among pupils. Specifically, the study examined AI supported instructional practices, barriers to AI integration, the perceived effectiveness of AI supported instructional approaches, and strategies for strengthening AI supported agricultural learning. A descriptive survey design was adopted. Data were collected from 165 primary school teachers using a structured questionnaire. Mean and standard deviation answered the research questions, while multiple regression analysis tested the hypotheses at the 0.05 level of significance. The findings revealed moderate implementation of AI supported agricultural learning practices, substantial barriers to AI integration, moderate perceived instructional effectiveness, and significant relationships between the predictor variables and teachers' perceptions of agricultural literacy development. The study concludes that teachers perceive AI supported agricultural learning as having considerable potential to enhance agricultural literacy among primary school pupils when supported by adequate infrastructure, teacher capacity development, and effective implementation strategies.
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The datasets generated and/or analysed during the current study are available from the corresponding author upon reasonable request.
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Copyright (c) 2026 Ebere O. Obijiofor, Toochukwu C. Nwakile, Eunice O. Innocent-Ene, Chinwe R. Umeh, Bilqis O. Okomanyi (Author)
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