Abstract
The integration of Artificial Intelligence (AI) into chemistry education holds transformative potential for Nigerian secondary schools. However, classroom adoption remains slow despite global momentum (Zawacki-Richter, Marín, Bond, & Gouverneur, 2019). This opinion paper examines teachers’ readiness and the perceived barriers hindering AI integration into chemistry pedagogy in Nigeria. Drawing on literature from educational technology, teacher cognition, and AI in education, we argue that readiness is not just a technical issue but a complex interplay of pedagogical belief, infrastructural access, digital literacy, and policy support (Mishra & Koehler, 2006; Venkatesh & Davis, 2000). Key barriers identified include inadequate infrastructure, limited teacher training, fear of displacement, curriculum misalignment, and ethical concerns (Yusuf & Balogun, 2011; Opara & Duru, 2025). The paper concludes with actionable recommendations: targeted professional development, localized AI tools, policy alignment with the Nigeria Artificial Intelligence Strategy (Federal Ministry of Education, 2024), and bottom-up pilot programs. Without addressing teacher readiness, AI risks becoming another imported innovation that fails to take root in Nigerian classrooms.
Paper Information
- Author(s): Leonard, Ogugua Fidelia, Daniel – Okoyomoh, Echidi Evelyn
- Journal: Journal of Education, the Teacher and Professional Practices
- Publisher: Journal of Education, the Teacher and Professional Practices
- Publication Date: 2026-06-20
- DOI: 10.0000/hont.2026.teachers-readiness-and-perceived-barriers-to-integrating-ai-into-chemistry-pedagogy-in-nigerian-secondary-schools-an-opinion-perspective
- Keywords: Artificial Intelligence, chemistry pedagogy, teacher readiness, barriers, Nigeria, secondary education
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Recommended Citation
Leonard, Ogugua Fidelia, Daniel - Okoyomoh, Echidi Evelyn (2026). TEACHERS READINESS AND PERCEIVED BARRIERS TO INTEGRATING AI INTO CHEMISTRY PEDAGOGY IN NIGERIAN SECONDARY SCHOOLS AN OPINION PERSPECTIVE. Journal of Education, the Teacher and Professional Practices. https://doi.org/10.0000/hont.2026.teachers-readiness-and-perceived-barriers-to-integrating-ai-into-chemistry-pedagogy-in-nigerian-secondary-schools-an-opinion-perspective
Read Abstract
The integration of Artificial Intelligence (AI) into chemistry education holds transformative potential for Nigerian secondary schools. However, classroom adoption remains slow despite global momentum (Zawacki-Richter, Marín, Bond, & Gouverneur, 2019). This opinion paper examines teachers’ readiness and the perceived barriers hindering AI integration into chemistry pedagogy in Nigeria. Drawing on literature from educational technology, teacher cognition, and AI in education, we argue that readiness is not just a technical issue but a complex interplay of pedagogical belief, infrastructural access, digital literacy, and policy support (Mishra & Koehler, 2006; Venkatesh & Davis, 2000). Key barriers identified include inadequate infrastructure, limited teacher training, fear of displacement, curriculum misalignment, and ethical concerns (Yusuf & Balogun, 2011; Opara & Duru, 2025). The paper concludes with actionable recommendations: targeted professional development, localized AI tools, policy alignment with the Nigeria Artificial Intelligence Strategy (Federal Ministry of Education, 2024), and bottom-up pilot programs. Without addressing teacher readiness, AI risks becoming another imported innovation that fails to take root in Nigerian classrooms.