By BY: Prof. C. P. Enemuo
Jordan C. Ogoke
Nathaniel T. Igbangi
Abstract
The centerpiece in the discourse unfolded in this paper is the advent and integration of Artificial Intelligence (AI) into our education landscape. This advanced technology has the ability to enhance man‘s capabilities irrespective of field of endeavour. Given the fact that: thrust upon man now is the citizenship of the twenty first century (otherwise the information age) and that quality citizenship demands that the future workforce of the age of which undergraduates form the fulcrum should be upbeat, a need has arisen that the universities (being at the apex of preparing this workforce) should hone in the requisite skills one of which is critical thinking needed to drive creativity which serves as the joystick and anchor in the quest for knowledge-based economy. But notable in this integration effort is the brazen error whereby instead of deploying the AI as an assistive tool it is related to as though the long-awaited solution provider. This has raked up in its wake, ethical issues besides over reliance on, a surrender of initiative to, the AI tools and consequent intellectual complacency; thus, raising fears about its safety, propriety and the likes. Using the analytic method approach in philosophy and using such questions like: what is AI, what is critical thinking skill and the likes, the researchers focusing on the leading variables of the study arrived at some finding/conclusions. One such finding is the evident lack of requisite quality personnel to drive the integration process. One consequent recommendation is a call for robust plan for the re-skilling and up-skilling of personnel already in the field and prospecting, with a corresponding retooling of their work environment for new and better services delivery.
