Exploring library and information science educators’ anxiety and frustration toward artificial intelligence integration in South-East Nigerian universities

Abstract

The use of Artificial Intelligence (AI) In Library and Information Science (LIS) Education Has made teaching, learning and research a different ball game, but it has also come with a lot of anxiety and frustration to the educators of LIS in Nigerian universities. The study aimed to discuss the nature, magnitude and causes of anxiety and frustration among LIS educators about AI and to recommend strategies for facilitating effective AI incorporation in South-East Nigerian universities. The study employed a quantitative research type with a census survey of the entire 67 (all) LIS educators from three Universities in South-East Nigeria. Structured questionnaire was used to gather data and analyzed by frequency count, percentage, mean and standard deviation. The results indicated that the LIS teachers were anxious and frustrated with the use of AI in their classes, because of the lack of sufficient training, lack of facilities, problems with academic integrity, the absence of policies, and the teachers' workload. The respondents were most familiar with regular AI training, enhanced government funding, institutional AI policies, collaboration with technology companies, and AI innovation labs as key strategies for sustainable AI adoption. The study suggests that enhancing the capacity of educators, their digital infrastructure, and providing ongoing professional development is vital for diminishing teachers' anxiety and effective use of AI in Nigerian universities.