Artificial Intelligence and Academic Performance in Higher Education: Leadership Perspectives from Nigerian Universities

Abstract

Teaching, learning, and institutional governance will all be significantly impacted by the paradigm-shifting introduction of artificial intelligence (AI) into higher education. This study used an integrated theoretical framework that combined the Technology Acceptance Model (TAM) and the Unified Theory of Acceptance and Use of Technology (UTAUT) to investigate the relationship between AI integration and academic performance in Nigerian universities from leadership perspectives. Data was gathered from 412 students and 67 academic leaders at 12 federal and state universities in Nigeria using a cross-sectional survey design. Teaching, learning, and institutional governance will all be significantly impacted by the paradigm-shifting introduction of artificial intelligence (AI) into higher education. Data was gathered from 412 students and 67 academic leaders at 12 federal and state universities in Nigeria using a cross-sectional survey design. The study indicates that purposeful AI integration, supported by visionary leadership and strong digital infrastructure, improves academic performance in resource-constrained settings. The recommendations include the creation of national AI governance frameworks, investments in digital infrastructure, and capacity-building efforts for institutional leaders.