Perception and Utilisation of Artificial Intelligence in Pedagogy: A Comparative Study of Urban and Rural Secondary School Teachers in Cross River State

Abstract

Artificial Intelligence (AI) is transforming global education by enhancing teaching practices, assessment models, and learner engagement. However, disparities in infrastructure, training, and resource allocation create significant gaps in how AI is perceived and utilised, particularly in developing regions like Nigeria. This study investigates the perceptions, utilisation, challenges, and pedagogical effectiveness of AI among urban and rural secondary school teachers in Cross River State. A mixed-methods comparative survey design was employed, involving 200 teachers (100 urban, 100 rural) from the Calabar Education Zone. Data were collected using the validated "AI in Pedagogy Questionnaire" (AIPQ) and semi-structured interviews. Quantitative data were analyzed using t-tests, while qualitative data underwent thematic analysis. Findings revealed that urban teachers have significantly more positive perceptions of AI and higher utilization compared to rural teachers, who face pronounced infrastructural and training barriers. Urban teachers also reported greater pedagogical effectiveness. No significant gender differences in utilization were found within either group. The study's recommendations include targeted professional development, infrastructure investment, and policy interventions to bridge the urban-rural AI adoption gap.