Abstract
This paper is a discourse on blending of Artificial Intelligence and human resources towards positive learning outcomes. It is based on the authors‘ speculation that positive learning outcomes would be halted if careful steps are not taken to ensure a blend of artificial intelligence and human resources in tertiary education institutions. It is established that the assessment of learning outcomes are done after the learner must have been exposed to certain designed learning experiences by the teacher and other stakeholders and that this assessment is most often done by subjecting the learner to organized examinations or test. However, the authors submit here that since artificial intelligence involves programmed computer-controlled chips that can provide answers to questions and for the fact that students in tertiary institutions are noticeably using the AI provided answers in an examination, it is difficult to determine the learning outcomes from the students. The authors also submitted that without proper blending of AI and human resources, originality, independent thought, creative ideas, imaginations and sense of problem solving which are key yardsticks for measuring learning outcomes would not be guaranteed. Provoked by this state of affairs, the authors held unanimous view that emergence of artificial intelligence is welcomed in Nigeria because it has the capacity of helping the students, lecturers, non-teaching staff and major stakeholders in delivering on the mandate of tertiary education but emphasized that necessary steps must be taking to ensure careful blending of AI and human resources towards achieving positive outcomes. To do this, the authors suggested among other things that stakeholders in tertiary education should ensure adequate sensitization of both students and staff of tertiary institutions in Nigeria on the positive use of Artificial intelligence.
Blending Artificial Intelligence (AI) and Human Resources towards Positive Learning Outcomes in Tertiary Institutions in NigeriaNnodim, Prince Ugonna, Ph.D, Udenkwo Assumpta Ifeoma & Prof. Eunice Adanma Odionye
Philosophy, Artificial Intelligence and Digital Education
Abstract
This paper introduced the concepts of artificial intelligence. Various concept associated to it were explained and described. The paper x-rayed various functions of artificial intelligence among which are grading and assessing the learner and also facilitating the role of the instructor. It equally showed its disadvantages among which is inadequate preparedness of teachers and educational institutes especially in the third world countries. Based on the analysis and literature reviewed, the author recommends that artificial intelligence is good in many aspects but before using it for teaching in higher institutions, government must put up a guideline for its usage. The conclusion shows that no matter what we think artificial intelligence can do, it will never in any way take the position of humans since it is the invention of man and is being controlled by man.
The Ethical Implications of Artificial Intelligence in Education
By: Ebor, Lawrence Motim
Dr. Ebuta Erasmus Eyang
Eneyo Michael Antigha
Victoria Musa Amba
Ebor Matthew Ngbantul
Ozoh Sylvanus Iwora
Abstract
The integration of artificial intelligence (AI) in education has introduced numerous benefits, but also raises critical ethical concerns. This research explores the ethical implications of AI implementation in education, focusing on key dimensions such as privacy, data protection, equity, bias, and the teacher-student relationship. The findings emphasize the importance of transparency, accountability, and fairness in AI design and deployment. A comprehensive framework is proposed to guide ethical AI implementation, highlighting the need for robust policies, algorithmic transparency, and addressing biases. By addressing these ethical
considerations, educational stakeholders can create a responsible and inclusive environment that leverages AI’s potential while upholding ethical principles.
Artificial Intelligence as a Tool for Conflict Resolutions in Obio/Akpor Local Government Area of Rivers State
By: Egbo, Chiedozie Emeka
Oputa, C’fine Chukwuma (Ph.D)
Abstract
So many conflicts are found in the society, both in the family, community and nation, which have often caused more harm than good. In view of this, the paper discussed artificial intelligence as a tool for conflicts resolutions in Obio /Akpor Local Government Area of Rivers State: It explained how conflicts in the society such as domestic issues, land disputes, chieftaincy issues, family rights and properties, communal clashes, ritualism, marital divorce, killings among others can be amicably resolved using artificial intelligence. Vital topics related to conflict resolutions were covered. It was concluded that conflicts are inevitable aspect of human society, which calls for the need to learn how to manage, resolve and deal with them effectively using artificial intelligence. It was thus recommended among others that traditional institutions should embrace artificial intelligence in conflict resolutions due to its many advantages, members in the family should know their responsibilities and place in order to ensure cohesion and tranquility, community members should be informed of their rights and responsibilities in order to maintain peace and that offending members should be properly sanctioned to maintain discipline in the respective communities.
Artificial Intelligence (AI) as a Tutor: The Future of Personalised Learning and Student – Teacher Dynamics in Digital Classroom
By: Prof C. J. A. Onwuka
Eleri Nkemdirim Favour
Abstract
Artificial Intelligence (AI) has become one of the most significant innovations shaping education in the 21st century. With the rise of digital classrooms. AI is no longer a futuristic dream but an active tool redefining learning experiences. This paper explores the concept of AI as a tutor and its potential to foster personalized learning. The paper also examines the impact on student–teacher dynamics in digital classrooms. Drawing on educational philosophy and practical realities in Nigeria, the work critically assesses both the promises and ethical challenges of AI in education. The paper argues that although AI tutoring enhances personalization and access, it cannot replace the affective and moral roles of human teachers. Philosophical reflections are employed to situate AI within the broader aims of education by emphasizing the need for balance between technological innovation and humanistic values. The paper concludes with recommendations for integrating AI in Nigerian education through teacher training, ethical safeguards and sustainable practices.
Teaching Philosophy and the Nature of Truth in Education
By: Michael Akam Abang Phd
Dr. Martha Edu Akanimoh
Wilfred C. Chiwetalu
Udoh, Attah Archibong
Abstract
The problem of epistemology: nature of knowledge and what should be taught in schools is not a recent issue. For it has been agreed by many philosophers of education that what should be taught in the school should be based on truth. Again, there is controversy on what constitute truth based on many philosophies and theories of truth in line with schools of philosophical thoughts of education. Thus, there is need to understand the various teaching philosophy to guide scholar on how knowledge or truth should be taught in the school in order to build good individuals and society. There is also need to learn the nature of truth, types and theories of truth. This paper, therefore, discusses the meaning of teaching philosophy and the major teaching philosophy or philosophical schools of educational aims and their relationship to truth and knowledge acquired by the learners. The work looks at perennialism, essentialism, progressivism and reconstructivism and what they hold in the teaching-learning process. The paper also eppraised the nature of truth, types of truth and theories of truth. On the types of truth, the work considers the objective truth, subjective truth and normative truth. On the theory of truth among many, the work considers correspondence theory, coherence theory and pragmatic theory and analysed their influences on the teaching philosophies.
Impact of Just-in-Time-Peer-Instruction on Attitude, Retention and Performance in Heat Concepts among Secondary School Physics Students of Varied Ability in Kano State, Nigeria
By: Nura Musa Garba
A. Sabitu
M. I. Gumel
Abstract
This study was carried out to investigate the impact of Just-in-Time-Peer-Instruction teaching strategy (JTPI) on Attitude and Performance in Heat Concept among Secondary School Physics in Kano State, Nigeria. Quasi-experimental research design, which utilized pre-test, post-test and post-post-test experimental and control groups research design was adopted. The population of the study comprised all SSII Physics students of government Secondary School in Kano State. Four Schools were randomly selected to serve as experimental and control group. Four intact classes were selected to form a sample of 198 students (105 males and 93 females) from these four different schools. Two instruments were also used to generate the data for the study, Physics Performance Test (PPT) with reliability coefficient of 0.78 was administered to measure the students understanding of Heat Concepts in Physics. While Physics Students Attitude Inventory (PSAI) with coefficient of correlation of 0.65 was used to determine the attitude of students towards Physics. The experimental group were taught using Just–in-Time-Peer-Instruction teaching strategy (JTPI) and the control group was taught using lecture method. The data collected were analyzed using (SPSS) statistical package of version 26. The research questions were answered using descriptive statistic of mean and standard deviation, and the hypothesis were tested at P ≥ 0.05 level of significance using t-test and Mann Whitney statistics. Major findings of the result revealed that, ―There was a significant difference between the performance of the students taught heat concept in Physics using JTPI and those taught using lecture method‖. Based on the findings of this research work therefore, it is recommended that, ―The use of JTPI
Impact of Just-in-Time-Peer-Instruction on Attitude, Retention and Performance in Heat Concepts among Secondary School Physics Students of
Varied Ability in Kano State, Nigeria | *1Nura Musa Garba,, 2A. Sabitu & 1M. I. Gumel
Philosophers of Education Association of Nigeria (PEAN) Vol. 35 No. 1, October 2025 | Formatted by Timsmek Global Publishers® | 279
and other tested active teaching strategy should be encouraged among Physics teachers in Kano State secondary schools and elsewhere‖ so as to improve student‘s performance as well as changing student‘s attitude towards Physics Positively.
A Critique of Artificial Intelligence and Digital Education Vis-A-Vis the Fundamental Essence of Education: the Allures, Caveats and Challenges
By Bellarmine Nneji
Abstract
Both artificial intelligence and digital education are the attractions of the millennium for not only the prepared and unprepared but also for the circumspect and laissez-faire. There are certain fundamental requirements that need to be put on ground before a society can think and implement policies related to technological advancements and innovations. There is a difference when a nation or society moves itself at its own pace than when it allows itself to be dragged into walking without learning how to crawl first. Technologies have their allures but we have to be circumspect. Technologies are not neutral. It is also a means of control. It is a challenge that AI is designed in a way that only the culture and interests of the designers are embedded in the systems. This makes it difficult for other cultures to have inputs of their values in education while adopting and using AI. This should be a cause for concern and challenge to philosophers of education. The critical and analytical methods were adopted in the work. This was to ensure adequate justifications of the positions in the paper. It is therefore submitted that technologies in education cannot dehumanize us, we are not ghosts in a machine. It is then suggested that we should not allow ourselves, the richness of human diversities and dynamics, to be put into precast moulds of AI and digitalization.
Impacts of Artificial Intelligence on Students’ Critical Thinking Abilities
By: Sylvanus P. Idiong, PhD
Ebinipere Blessing Yinkore, PhD
Abstract
The study critically examines the impact of Artificial Intelligence (AI) on the development of students’ critical thinking abilities, with a specific focus on evaluating both its constructive potentials and inherent limitations. The primary objective is to assess how AI-driven educational interventions influence learners’ analytical and reflective capacities. Anchored in philosophical methods of inquiry—namely, critical reflection, logical analysis, and speculative reasoning—the paper explores the ways in which AI facilitates critical thinking through personalized learning experiences, adaptive testing mechanisms, expansive informational access, and enhanced collaborative learning environments. The findings reveal that while AI significantly augments critical thinking by fostering autonomy and cognitive engagement, excessive dependence on such technologies poses a risk of diminishing students‘ independent reasoning skills. Consequently, the study advocates for the cautious and equitable integration of AI in educational settings. It suggests that educators and policymakers must adopt a balanced approach that maximizes AI‘s pedagogical advantages while proactively addressing its potential to impede the cultivation of genuine critical thoughts.
Philosophy of Education and Electronic Voting in Nigeria: Challenges and Prospect
By: Bitrus Dambo Gyot (Ph.D)
Leonard D. Padung (Ph.D)
Abstract
This paper set out to analysed issues in philosophy of education and considered how some of the principles contain there in can affect, improve and promote the use of electronic voting in the democratic process in Nigeria as being canvassed for in public space. This is against the back drop of loss of public confidence in the hitherto previous processes. Views of prominent social and political philosophers e.g Socrates, Plato, Aristotle, and others in philosophy of education like Dewey, were in focus. The analysis suggested that some of these principles of philosophy of education can play a vital if not prominent role in the democratic processes. For instance, the promotion and acquisition of knowledge which in turn bring about awareness to the electorate on how to protect excesses such as manipulation and short changing of votes that are mated against innocent and ignorant electorates. These vices form the concern of the paper. It was therefore recommended among others that aggressive mobilization of the public to be knowledgeable and self conscious is required. This will enable them protect their voting rights and appreciate the benefit of electronic voting in the democratic process in this digital age.
