Abstract

This study investigated teachers’ readiness and ethical concerns towards AI-assisted learning in public schools in Auchi, Edo State, Nigeria. The increasing integration of artificial intelligence (AI) into educational practice has transformed instructional delivery, assessment, and learning support systems globally. However, in many developing contexts such as Nigeria, the effectiveness of AI adoption in schools is largely dependent on teachers’ preparedness and their ethical understanding of AI use in classroom settings. Guided by the Technology Acceptance Model and the Technological Pedagogical Content Knowledge (TPACK) framework, the study adopted a descriptive survey design. Data were collected from 205 teachers selected from public secondary schools in Auchi using a structured questionnaire. Mean and standard deviation were used to answer the research questions. Findings revealed that teachers demonstrated a high level of readiness towards AI-assisted learning, indicating positive attitudes, willingness to adopt AI tools, and interest in further training. However, results also showed that teachers expressed significant ethical concerns, particularly regarding data privacy, academic integrity, algorithmic bias, overdependence on AI-generated content, and the absence of clear institutional guidelines. The study further established that while teachers are generally open to AI integration, their concerns highlight the need for structured ethical frameworks and adequate institutional support to ensure responsible implementation. The study concludes that successful adoption of AI in public secondary schools requires a balance between technological readiness and ethical regulation. It recommends continuous teacher training, development of AI governance policies, and improved ICT infrastructure to support sustainable and responsible AI integration in Nigerian schools.