Generative AI as a Curriculum Enhancement Tool: Nigerian Teacher Educators' Perception of Scalability and Risk

This study investigates Nigerian teacher educators’ perceptions of generative artificial intelligence (AI) as a tool for enhancing curriculum delivery, with a focus on its scalability and associated risks. Employing a mixed-methods research design, the study explored key themes including the perceived effectiveness of AI in supporting teaching competencies such as critical thinking and personalized learning, ethical concerns such as algorithmic bias and academic integrity, and infrastructural and contextual barriers to widespread adoption. The target population consisted of 392 teacher educators who participated in the 2024 National Curriculum Organization of Nigeria (CON) Conference. Data were collected using a validated structured questionnaire and semi-structured interviews. Quantitative data were analyzed using descriptive statistics, factor analysis, and regression models via SPSS version 28, while qualitative responses were thematically coded to identify emerging patterns and insights. A Cronbach’s Alpha reliability test yielded a coefficient of 0.89, indicating strong internal consistency of the instrument. Findings revealed that while educators generally perceive generative AI as a valuable tool for real-time curriculum updates and differentiated instruction, they remain cautious due to concerns about ethical misuse, infrastructure limitations, and lack of regulatory frameworks. Furthermore, disparities in digital access across regions and institutional types pose significant challenges to equitable implementation. Based on these findings, the study recommends integrating AI literacy into teacher education programs, developing localized AI tools, investing in digital infrastructure, and establishing national policies to guide responsible AI integration. This research contributes to the growing discourse on AI in African education by providing actionable insights for policymakers, teacher educators, and technology developers seeking to harness AI for inclusive and sustainable curriculum innovation.