REIMAGINING EDUCATION: PROSPECTS AND CHALLENGES OF ARTIFICIAL INTELLIGENCE UTILISATION AMONG HENSARD UNIVERSITY STUDENTS

The emergence of artificial intelligence into higher education has necessitated a growing reliance on this technologyby students in tertiary institutions. This has raised concerns about academic integrity and the cultivation of essentialscholarly attributes, like critical, analytical skills and attitudes towards problem-solving. Existing scholarshipemphasises artificial intelligence’s technical potential and institutional integration, with less attention paid to students’experiences, motivations, and the challenges of everyday academic use. This study examined the prospects andchallenges of artificial intelligence utilisation among Hensard University students, in order to provide evidentiarybases that will help in reimagining teaching, learning, and assessment in the Nigerian educational system. Guided byartificial intelligence adoption and digital dependency theories, the study adopted a qualitative survey design, drawingon Focus Group Discussions with twenty-one students purposively selected. A semi-structured Focus Group InterviewGuide was used for data collection. Data were analysed using reflexive thematic analysis. Findings indicated that theextent of artificial intelligence utilisation among Hensard University students was high. Further findings showed thatstudents perceived artificial intelligence as beneficial for enhancing academic performance, enabling personalisedlearning, and developing 21stcentury skills. Major challenges identified included overreliance on artificial intelligence,academic dishonesty, reduced critical thinking, and limited digital literacy. The study concluded that while adoptionwas driven by perceived benefits, unmanaged dependence can undermine the very learning outcomes artificialintelligence was meant to support. The researchers recommended among others that, tertiary institutions in Nigeriashould develop clear guidelines on the acceptable use of artificial intelligence in students’ assessments.