Abstract
The integration of Artificial Intelligence (AI) into education is reshaping how teaching and learning occur, particularly within Technical and Vocational Education and Training (TVET) programs. This study explored how lecturers and students perceive the use of AI-enhanced teaching strategies in Building and Woodwork Technology Education across three tertiary institutions in Lagos State, Nigeria: The University of Lagos, Lagos State University of Education, and the Federal College of Education (Technical), Akoka. Using a descriptive survey design, the study engaged 20 lecturers and 84 students, selected through purposive and stratified random sampling, respectively. Data were gathered using a validated and reliable questionnaire (AI-Enhanced Instruction and Learning Outcomes in Building and Woodwork Technology Education – AIILOBWTE), with a Cronbach's Alpha of 0.85, indicating strong internal consistency. The instrument measured participants' views on AI's effect in four key areas: instructional quality, student engagement, psycho-social well-being, and access equity. Data analysis involved descriptive statistics (mean and standard deviation) and inferential testing (independent samples t-test) at a 0.05 significance level, with a decision benchmark of 3.50 for agreement on questionnaire items. Results revealed no statistically significant difference in how lecturers and students viewed AI's effect on instructional delivery (t = 0.057, p = 0.955) and psycho-social well-being (t = 0.338, p = 0.736). Despite this, both groups expressed strongly positive perceptions of AI tools, particularly in areas like personalized learning, anxiety reduction, increased motivation, and enhanced technical skill development. Overall, the findings suggest that AI is being increasingly embraced within hands-on, practice-based disciplines and shows promising potential to complement traditional experiential learning through adaptive guidance, real-time feedback, and more equitable access to educational resources. The study recommends investments in digital infrastructure, targeted training for educators, and the formulation of inclusive, ethical AI policies to support effective and fair implementation across TVET programs.
Keywords: Artificial Intelligence, Vocational Education, Building and Woodwork Technology, Student Engagement, Psycho-social Well-being.
Publication Date: 2025-07-15