The Impact of Artificial Intelligence on Education in the 5IR: The Case of Some Selected Public Secondary Schools in Obanliku Local Government Area of Cross River State, Nigeria

Abstract

The increasing adoption of Artificial Intelligence (AI) in education has raised significant concerns regarding its long-term implications for teaching, learning, and institutional management. This study critically examines the role of Artificial Intelligence in Education. Be it as it may, the benefits of AI in education cannot be overemphasized. However, this study highlights negative roles of AI, including but not limited to the risks of overreliance on technology, reduced critical thinking skills among students, job displacement for educators, and ethical concerns surrounding data privacy and security. The research adopted a descriptive research design. The research was conducted in selected secondary schools in Obanliku Local Government Area, Cross River State, Nigeria, with a population comprising students, teachers, and school administrators. A sample of 600 respondents (300 students, 150 teachers, and 150 administrators) was selected using a stratified random sampling technique to cover the various aspects and perspectives across different educational strata. Data were collected through structured questionnaires and semi-structured interviews, analyzed using descriptive and inferential statistical tools. Findings reveal that 72% of students admitted to becoming overly dependent on AI-powered learning tools, leading to a decline in problem-solving and independent thinking skills. Teachers expressed concerns about AI-driven automation that reduces their instructional roles, with 65% fearing job displacement due to AIassisted teaching systems. Furthermore, 80% of school administrators reported challenges in regulating AI use, citing cybersecurity threats, unethical data collection, and the potential for biased AI algorithms that reinforce educational inequalities and the negative conversion of ethical hacking programs to crime. The study concludes that AI poses more threats than benefits in education, compromising teacher-student relationships, diminishing the role of human educators, and creating ethical dilemmas. It recommends that institutions exercise caution in AI adoption, prioritize teacher-led instruction, and implement stringent regulations to ameliorate AI-related risks. These findings serve as a cautionary guide for policymakers, urging them to critically assess AI's implications before integrating it into educational systems.