INTEGRATION OF ARTIFICIAL INTELLIGENCE IN CURRICULUM DEVELOPMENT: A CYNICISM FOR DIGITAL INCLUSION IN SECONDARY SCHOOLS IN ABIA STATE

Abstract

The integration of artificial intelligence (AI) into curriculum development holds significant promise for enhancing educational quality and promoting digital inclusion, especially in developing regions such as Abia State, Nigeria. Despite the potential benefits of AI, such as personalized learning, adaptive assessments, and innovative pedagogies, there exists a pervasive cynicism surrounding its implementation due to infrastructural, socio-cultural, and policy challenges. This study investigates the perceptions, barriers, and opportunities related to AI-driven curriculum development within secondary schools in Abia State, with a focus on understanding the underlying reasons for skepticism among educators, students, and policymakers. Employing a mixed-methods approach, including surveys and in-depth interviews, data reveal that infrastructural deficits, inadequate teacher capacity, and limited policy support significantly impede AI adoption. Furthermore, socio-cultural resistance and fears of widening the digital divide exacerbate concerns about equitable access, fueling cynicism around AI’s efficacy in fostering true digital inclusion. The findings highlight that without systematic investment in infrastructure, comprehensive capacity-building, and inclusive policy frameworks, AI remains a futuristic concept rather than an accessible tool for all learners. The study emphasizes the urgent need for strategic interventions to address these barriers, ensuring that AI integration aligns with Nigeria’s broader educational goals and promotes equitable digital literacy. Ultimately, the research advocates for a cautious, context-sensitive approach to AI adoption that emphasizes sustainability and social inclusion within Abia’s secondary education system.