Title: DIGITAL INFRASTRUCTURE, STUDENT READINESS, AND SCHOOL TYPE AS DETERMINANTS OF AI ADOPTION IN SEMI-URBAN SECONDARY SCHOOLS IN RIVERS STATE, NIGERIA

Authors:
Ahiamadu Jonathan Okirie & Emmanuel Uwhekadom Ejimaji

Abstract: Abstract This study examined the influence of digital infrastructure, student readiness, and school type on the adoption of Artificial Intelligence technologies among Senior Secondary Three (SS3) students in Omoku, Rivers State. Utilizing the Technology Acceptance Model (TAM) and Unified Theory of Acceptance and Use of Technology (UTAUT) frameworks, a descriptive survey research design was employed to investigate the extent to which these factors shape students ability to integrate AI into their learning activities. The population comprised 1,013 SS3 students from twenty secondary schools in Omoku. Using Taro Yamanes sampling formula at a 95% confidence level and 5% margin of error, a sample size of 287 students was obtained through stratified proportional sampling. Data were collected using a structured questionnaire. The instrument was subjected to face and content validity, and its reliability was confirmed through Cronbachs Alpha, which yielded a coefficient of 0.837. The data were analyzed using SPSS, employing one-sample and independent-sample t-tests); and inferential statistics conducted at the 0.05 level of significance. Findings revealed that digital infrastructure for AI-based learning is moderately available overall (mean = 3.30), though a considerable disparity exists between private schools (mean = 3.76) and public schools (mean = 2.34). Students demonstrated moderate readiness to adopt AI technologies (mean = 3.39), indicating generally positive attitudes toward AI-assisted learning. However, AI adoption levels were notably higher in private schools (mean = 3.53) than in public schools (mean = 3.09). The study concludes that while students show willingness to adopt AI, infrastructural disparities and school type remarkably influence the extent of adoption. These insights contribute to educational planning, teacher training, and Nigerias broader digital transformation agenda. KEYWORDS: AI adoption, digital infrastructure, school type, secondary education, semi–urban Nigeria, student readiness, UTAUT

Publication Date: 2026-07-20