Assessment of Biology Teachers' Preparedness and Challenges of Integrating Artificial Intelligence Tools at Secondary School level in Ikara, Kaduna State

Abstract This study examined biology teachers' preparedness and integration challenges in utilizing artificial intelligence (AI) tools to teach in secondary schools at Ikara, Kaduna State. The research was guided by three objectives, three research questions, and one null hypothesis. A descriptive survey design was employed, with a sample size seventy-eight respondents purposively selected. Data was collected through a structured questionnaire titled Teachers' Preparedness and Integration Challenges of Artificial Intelligence Tools for Learning Questionnaire (TPAITQ), which yielded a reliability coefficient of 0.74, indicating the instrument’s reliability. The data analysis employed mean, standard deviation, and Pearson Product-Moment Correlation at a 0.05 significance level, using the Statistical Package for Social Sciences (SPSS version 22). The findings revealed a low level of preparedness (mean = 2.40, SD = 1.31) and utilization (mean = 2.42, SD = 1.24) of AI tools among Biology teachers in Ikara. The study also highlighted significant challenges in integrating AI into biology instruction (mean = 3.33, SD = 1.40), and a strong positive correlation between teachers' preparedness and their effective use of AI tools (r = 0.78, p = 0.001). Based on these findings, the researchers recommended that schools and government agencies invest in reliable internet connectivity, adequate hardware, and dedicated technical support to overcome the foundational barriers to AI integration. Keywords: Biology Teachers, AI Tools, Preparedness, Utilization, Challenges, Integration