Abstract

This study examined the integration of Artificial Intelligence (AI) tools in teaching Agricultural Education in Lagos State tertiary institutions, Nigeria. Three objectives and research questions guided the study. A descriptive survey design was used. Using the intact group sample technique, sixty (60) lecturers in agricultural education from three postsecondary institutions in Lagos State were chosen. A standardized 30-item survey called "LAIEPAEQ" (Leveraging Artificial Intelligence in Enhancing Pedagogy of Agricultural Education Questionnaire) was used to collect data. It was piloted for reliability and validated by experts (Cronbach's Alpha = 0.87). The mean was used to analyze the data. A grand mean of 3.73 for awareness was found in the survey, showing that agricultural education instructors had a modest level of acquaintance with AI tools (such as chatbots, simulations, and precision agriculture systems). The results also show that the adoption of AI for pedagogical frameworks was low (X̄ = 2.94), particularly for specialized tools like data analytics and simulations. On the other hand, the grand mean of challenges to the adoption of AI was high (4.04), with respondents generally agreeing that low infrastructure, insufficient training, and complexity were obstacles. This demonstrates how structural barriers separate AI's potential from its application. The authors recommended that to achieve the objectives of agricultural education, tertiary institutions' management should invest in reliable internet and hardware through collaborations with the public and private sectors, train lecturers in required AI skills, and locally develop relevant AI tools for instructional delivery in the classroom.