Published Article

ABSTRACT

This study examined the adoption of Artificial Intelligence (AI) in curriculum design and development for secondary schools in Akwa Ibom State. In carrying out this study, descriptive survey design was adopted. The study was conducted in Akwa Ibom State. The target population comprised all principals and professionals in Educational Management and Planning in Akwa Ibom State. A stratified sampling technique was used to select 40 professionals from Educational Management and Planning, as well as 20 principals from each of the three senatorial districts (Uyo, Eket, and Ikot Ekpene) in Akwa Ibom State. This gave a total of 180 respondents, which formed the sample size for this study. The instrument used for data collection was a structured questionnaire titled “Artificial Intelligence in Curriculum Design and Development Questionnaire (AICDDQ).” Face and content validation of the instrument were carried out by an expert in Test, Measurement, and Evaluation as well as Educational Management and Planning to ensure its accuracy, appropriateness, and completeness for the study. The reliability coefficient obtained was 0.85, which was considered sufficiently high to justify the use of the instrument. Descriptive statistics were used to answer the research questions. From the result of the data analysis, it concluded that strategic implementation and continuous evaluation of AI technologies are essential for improving the quality of secondary education and preparing students for the demands of a rapidly evolving digital world. One of the recommendations was that government and school authorities should invest in ICT infrastructure, including reliable internet access, computers, and AI-powered educational tools, to support effective AI driven- curriculum design and development.