Perception of Secondary School Teachers on Artificial Intelligence and Indigenous Education in Ogun East Senatorial District, Ogun State, Nigeria

There is a preference for Western education over Indigenous education to train children in Nigeria. This development which has led to sacrificing cultural vocations is not peculiar to a particular ethnic group in Nigeria, but every tribe in Nigeria is culpable. The corollary of this, apart from all else, is that traits such as honesty, respect for elders, communalism, hard work, and perseverance, among others, have been declining among Nigerian youths today. The introduction of the internet, generally, and artificial intelligence, particularly, has impacted every area of human life, including the capacity to perform tasks that were typically associated with human intelligence. In the area of education, artificial intelligence can be used to enhance and promote Indigenous education in Nigeria due to its efficiency and acceptability among Nigerian youths. Against this background, this paper examines the nexus between artificial intelligence and Indigenous Education in Nigeria. The study utilised a survey research design with three (3) research questions as a guide. The convenience sampling technique was used to select the respondents i.e. two hundred (200) civic education and English language teachers in government-owned secondary schools in the Ogun East Senatorial District of Ogun State, Nigeria. Data were analysed using descriptive and inferential statistics of simple percentage and t-test. Findings from the study revealed, among others, that artificial intelligence can influence Indigenous education in fundamental ways if the impediments facing its integration into Indigenous education can be addressed. The study concluded that since artificial intelligence is one of the means through which Indigenous education can be facilitated and promoted, stakeholders in the education sector should ensure that it is incorporated into Indigenous education and vice versa and that cultural vocations and value systems should be made relevant at schools in Nigeria.