Ethical Challenges for Integrating Artificial Intelligence (AI) into Technical and Vocational Education and Training (TVET) Assessment and Classroom Setting

Abstract

This study investigates the ethical challenges of integrating Artificial Intelligence (AI) into Technical and Vocational Education and Training (TVET) for the enhancement of assessment and classroom settings.The general purpose ofthis study is to identify and analyze the ethical challenges faced by TVET lecturers, Administrators and students with the use of AI in assessment practices and classroom setting with two specific purposes for the study. Two research questions and two hypotheses guided the study. A descriptive survey design was adopted for the study. The research was carried out in two TVET tertiary institutions in Rivers and Bayelsa States. The population of the research was 183 persons, comprising of 26 TVET educators (lecturers), 15 TVET Non-Academic staff and 142 TVET students. A stratified random sampling technique was employed to select the participants. A structured questionnaire was used to collect data for the study. The instrument was face validated by three experts from the Department of Industrial and Technical Education, University of Nigeria Nsukka. Cronbach Alpha was used to determine the reliability of the instrument which yielded a reliability coefficient of 0.78. The statistical tool used to analyze the data for the study were mean for the questions and ANOVA, which was used to test the hypotheses at 0.05 level of significance. Findings revealed that limited infrastructure, shortage of skilled personnel, and the high cost of AI tools were the major challenges to integrating AI in TVET, as indicated by high mean ratings. The study also found that AI tools are perceived as effective in enhancing student learning through personalized experiences and practical skill development, although their availability and full integration into the curriculum remain limited. The study concluded that while AI technologies are effectively enhancing assessment and classroom engagement in TVET, significant ethical and infrastructural challenges hinder their full integration. However, there was a shared perception among lecturers, administrators, and students regarding both the challenges and the effectiveness of AI tools, highlighting the need for inclusive strategies to support ethical and sustainable adoption of AI in vocational education.