THE INFLUENCE OF ARTIFICIAL INTELLIGENCE ON THE SOCIAL ROLES OF TEACHERS IN NIGERIA

Abstract

The integration of Artificial Intelligence (AI) into education has sparked significant transformations in
teaching and learning processes globally, redefining the roles of teachers. This study examined the
ethical and social implications of AI on teachers’ roles in Nigeria, focusing on how these changes impact
professional identity, teacher-student relationships, and job security. Employing a mixed-methods
approach, data were collected from a randomly selected sample of 300teachers through structured
questionnaires and semi-structured interviews. Quantitative data were analyzed using descriptive
statistics, while qualitative data were subjected to thematic analysis. The findings reveal that while AI
enhances instructional efficiency and supports personalized learning, it also raises concerns about
diminishing teacher-student interactions and evolving professional identities. Ethical issues, such as
data privacy, algorithmic bias, and accountability, were prominent, alongside challenges related to
unequal access to AI tools in rural areas. The study concludes that while AI offers transformative
potential, its integration must be carefully managed to safeguard the social and ethical dimensions of
education. Recommendations include policies to bridge the digital divide, support teachers in adapting
to AI, and ensure that human-centered teaching remains integral to education in the AI era.