Artificial Intelligence Awareness and Its Influence on Teaching Readiness of ECCE Student-Teachers in Colleges of Education in Kogi State

Artificial Intelligence (AI) is increasingly transforming educational practice, making it imperative for teacher education institutions to prepare future teachers with the knowledge and competencies required for technology-enhanced teaching. However, there is limited empirical evidence on the awareness of AI and its influence on the teaching readiness of Early Childhood Care and Education (ECCE) student-teachers in Colleges of Education in Kogi State, Nigeria. This study aims to examine the level of AI awareness among ECCE student-teachers and determine its influence on their teaching readiness. Specifically, the study seeks to assess AI awareness, teaching readiness, perceptions of AI relevance, and the challenges affecting AI integration in ECCE teacher education programmes. A descriptive survey research design will be adopted. The population comprises ECCE student-teachers in accredited Colleges of Education in Kogi State, from which 317 respondents will be selected using stratified random sampling. Data will be collected using a structured questionnaire and analysed using descriptive statistics and Pearson correlation. The study anticipates finding varying levels of AI awareness and a significant positive relationship between AI awareness and teaching readiness, while institutional and infrastructural constraints may hinder AI integration. It is recommended that AI literacy and practical AI applications be incorporated into ECCE teacher education curricula, alongside improved digital infrastructure and capacity-building programmes for student-teachers.