Artificial Intelligence Tools for Enhancing Inclusive, Personalised and Developmental Student Support Services in Public Universities in Rivers State, Nigeria

The purpose of this study is to explore the use of artificial intelligence tools for providing inclusive, personalized and developmental student support services in selected public universities in Rivers State. The study was guided by three objectives, three research questions and three hypotheses. Methods: A descriptive survey design was used with a population of 92,836, (92,570 university students and 266 administrative staff) from three universities. The survey was sent to 541 respondents, of whom 382 were students and 159 members of the administrative staff, sampled via a multistage sampling method. Three experts validated the instrument, and its reliability was established by Cronbach’s alpha, which showed a reliability coefficient of 0.80, 0.88 and 0.76 respectively. Data were analyzed using mean and standard deviation, and hypothesis was tested by z-test at 0.05 level of significance to answer the research questions. Results indicated that AI-based career guidance tools (85%), AI-enabled accessibility tools (82%) and AI-driven feedback systems (80%) support students services to a varying degree. Students and Staff Perceptions of AI Tools There was no statistically significant difference among students and staff members perceptions of the three AI tools. The recommendations were for the government and university management to invest in AI-assisted accessibility technologies, to facilitate an inclusive education environment as well as equitable provisions, supporting students with disabilities and diverse learning needs.