Comparative Study of Artificial Intelligence Competencies of Business Education Lecturers for Work Integration in Bayelsa State.

Abstract The study investigated the Perception of Comparative Study of Artificial Intelligence Competences of Business Education Lecturers for Work Integration in Bayelsa State. The study focused on two variables: QuickBooks competencies and AI-based data competencies. A descriptive survey design was applied, involving a census of 50 business education lecturers across three tertiary institutions in Bayelsa State. A structured 20-item questionnaire titled Artificial Intelligence Competency Perception Questionnaire (AICPQ) was used for data collection. Data were analyzed using mean and standard deviation for research questions, and independent sample t-tests for hypothesis testing at the 0.05 alpha. Results suggests that lecturers firmly concord on the necessity of QuickBooks and AI-based data skills for preparing students to integrate into AI-driven workplaces. The study further found no significant differences in perception based on gender or teaching experience. It concluded that the fruitful incorporation of students into modern business environments rely on the deliberate inclusion of AI competencies in the business education curriculum. The study recommended curriculum reforms, lecturer training, and infrastructural support to foster digital readiness among students.