Awareness and Usability of Artificial Intelligence in Teaching and Learning in Selected Higher Learning Institutions of Zambia

The awareness and usability of artificial intelligence (AI) in teaching and learning within higher learning institutions highlight a growing recognition of its transformative potential. AI technologies are being integrated into various aspects of education, such as personalized learning, intelligent tutoring systems, and administrative processes, enhancing efficiency and accessibility. However, awareness levels among educators and students vary significantly, influenced by factors such as digital literacy, institutional support, and access to resources. Hence, this study was conducted to assess the awareness and usability of AI in teaching and learning in higher learning institutions. The study was conducted in four higher learning institutions of Lusaka district. The study adopted a mixed methods and a descriptive design consisting a sample of 100 respondents; Officials from HEA, University Lecturers, and Students. The study made use of the questionnaires and interview guides to collect data from respondents. The data collected were analyzed using appropriate statistical methods, such as SPSS and Microsoft excel as well as research themes. The study found that significant proportion of educators and students demonstrated moderate awareness of AI technologies, with the primary sources of knowledge being online platforms and workshops. However, there was a notable disparity in the practical usability of AI, largely attributed to inadequate infrastructure, limited technical skills, and inconsistent institutional support. Furthermore, concerns about data privacy, ethical implications, and the digital divide emerged as critical barriers to broader AI adoption. Therefore, the study recommended the need for targeted capacity-building initiatives, robust policy frameworks, and investment in digital infrastructure to optimize the integration of AI in educational practices