10th U6+ Consortium of African Universities International Conference

The Fifth Industrial Revolution (5IR) emphasizes human-centric, intelligent collaboration between humans and machines, with Artificial Intelligence (AI) as a transformative force in education. While developed nations are leveraging AI for personalized learning and smart administration, Nigerian universities continue to face unresolved challenges of Information and Communication Technology (ICT) integration such as poor infrastructure, epileptic power supply, and low digital literacy. This study therefore examined the transition from ICT to AI education and its implications for enhancing institutional effectiveness and promoting inclusive learning in Nigerian universities in the 5IR era. The study adopted a descriptive survey of research design with a mixed-method approach. The population comprised of academic staff and undergraduate students in four selected federal and state universities in Southwest Nigeria. Using multi-stage sampling technique, a sample of 900 respondents was drawn. Data were collected using a validated instrument titled "From ICT to AI Education Questionnaire (FIAEQ)" and a semi-structured Key Informant Interview Guide. 847 copies of the questionnaire were retrieved and analyzed. Research questions were answered using Mean and Standard Deviation of 2.50. Hypotheses were tested using Pearson Product Moment Correlation and t-test at 0.05 level of significance. Qualitative data were analyzed thematically. Findings revealed that Nigerian universities are not yet ready for AI adoption with a mean of 2.33, due to inadequate infrastructure, lack of institutional policy, and insufficient training. However, respondents strongly agreed that AI can significantly enhance teaching effectiveness and administrative efficiency with a cluster mean of 3.17, through personalized learning, 24/7 academic support, automated grading, and predictive analytics. The study also found that AI presents major opportunities for inclusive learning with a mean of 3.14, particularly through multilingual content and adaptive systems for diverse learners. However, major barriers include high cost, poor internet and power supply, and low awareness. There was a significant positive relationship between institutional readiness and AI adoption. No significant difference existed in the perception of lecturers and students on AI for inclusive learning. It was concluded that although stakeholders recognize the potential of AI for the 5IR, foundational ICT challenges must be addressed first. The study recommended massive investment in AI infrastructure by government and TETFund, development of a national AI policy by NUC, regular capacity building for lecturers, and strategic partnerships with technology companies to facilitate the transition.