Policy Gaps and Institutional Readiness for AI Integration in Automobile Technology Education Programs in South-South Nigerian Universities

Abstract

This study investigated the awareness, preparedness, and policy engagement regarding Artificial Intelligence (AI) integration in Automobile Technology Education (ATE) programs within South-South Nigerian universities. Guided by three research questions and two null hypotheses, a descriptive survey design was adopted, involving 178 participants (172 students and 6 lecturers) from two public universities in Delta State. Data were collected using structured questionnaires. Results showed consistently low awareness of institutional and national AI-related policies across both groups, with no statistically significant difference in awareness levels. Institutional preparedness for AI integration was rated very low, constrained by outdated curricula, weak infrastructure, inadequate staff training, and minimal industry partnerships. Furthermore, participants identified systemic policy gaps and ethical challenges such as weak intellectual property protections, poor data privacy regulation, and a lack of clear ethical guidelines. A strong positive relationship was found between institutional readiness and perceived effectiveness of AI integration, suggesting that better-prepared institutions are more confident in adopting AI responsibly. The study concludes that systemic inadequacies, rather than individual negligence, are the main barriers to AI adoption in ATE programs. It recommends urgent reforms in curriculum modernization, infrastructure investment, staff development, and the establishment of AI ethics and policy frameworks to promote responsible integration.