Perception and Adoption of AI-Generated Designs Among Registered Architects in Lagos, Nigeria

The rapid emergence of artificial intelligence (AI) is transforming architectural design processes, yet empirical evidence on Architects’ perception and adoption of AI-generated designs in developing-country contexts remains limited. This study investigates registered Architects’ perceptions of AI-generated designs and examines the factors influencing the adoption and application of AI tools in architectural practice in Lagos, Nigeria. A mixed-method research design was employed, combining a cross-sectional questionnaire survey with semi-structured interviews. Data were obtained from 117 of the 277 registered Architects practising in Lagos State and analysed using descriptive statistics, content analysis and thematic analysis, with triangulation used to integrate quantitative and qualitative findings. The findings reveal high awareness and understanding of AI technologies (M=3.19, SD=1.28), but relatively limited practical competence and experience. Architects predominantly perceive AI-generated designs as conceptual and creative aids (M=3.23, SD=1.24), rather than finished professional outputs. Consequently, AI adoption is concentrated in early design activities, particularly rapid client visualisation and the generation of design alternatives (M=3.15 each). Integration into detailed design and documentation remains constrained by interoperability challenges with CAD and BIM platforms (M=2.97, SD=1.08). Ethical concerns surrounding authorship, accountability, professional responsibility and contextual relevance further moderate adoption, while perceived usefulness, workflow efficiency, innovation and creative support encourage it. Conversely, concerns about reliability, practice is shaped by interacting technological, professional and contextual factors. It highlights the need for targeted professional training, appropriate regulatory frameworks and context-sensitive strategies for responsible AI integration into architectural education and practice.