The misuse of AI by Nigerian students

In recent years, artificial intelligence (AI) has transformed the global landscape of education, offering unprecedented tools to enhance learning and productivity.

However, in Nigerian tertiary institutions, the story is unfolding differently. Many students have succumbed to the allure of AI shortcuts, prioritising convenience over genuine intellectual growth, and the growing trend of misuse is not only alarming but also detrimental to their future and the nation’s development.

AI tools like ChatGPT, plagiarism detection software, and automated essay generators are meant to complement learning by providing guidance, resources, and support. Unfortunately, instead of using these tools to explore complex ideas, clarify concepts, or refine their understanding, a significant number of Nigerian students use AI to bypass hard work. Assignments are often completed with minimal effort, and research projects are churned out without personal input or critical thinking.

This dependency has cultivated a culture of academic laziness. Many students no longer strive to deeply engage with their studies, opting instead for AI to do the heavy lifting. The result? A generation that is less prepared for the workforce and lacks essential skills like creativity, problem-solving, and independent thought.
The misuse of AI in education undermines the very purpose of higher learning, which is to foster intellectual growth, curiosity, and innovation. By outsourcing their efforts, students miss the opportunity to build foundational knowledge and develop critical thinking skills. Over time, this can lead to:

Academic dishonesty: Over-reliance on AI can tempt students into plagiarism or submitting work that isn’t their own, eroding the credibility of their academic achievements.

Skill deficiencies: Graduates may lack the practical and analytical skills needed to excel in their careers, making them less competitive in the job market.
Erosion of trust: Employers and educators may lose confidence in graduates’ abilities, further compounding the challenges of youth unemployment.

AI is not inherently bad. In fact, it is one of the most powerful tools available for learning. The problem lies in how it is used. Nigerian students need to embrace AI as a partner in their education, not a crutch. Here’s how:
Guided learning: Use AI to clarify concepts, brainstorm ideas, or receive feedback on assignments rather than using it to produce entire projects.

Critical engagement: Treat AI-generated responses as starting points. Students should critically analyse, verify, and expand on the information provided.

Skill development: Focus on building research, writing, and problem-solving skills alongside AI usage to ensure personal growth.

Ethical use: Understand the ethical implications of AI in academics and adhere to guidelines set by educators.

The rise of AI is an opportunity for Nigerian students to enhance their learning and contribute meaningfully to society. However, this potential can only be realised if AI is used responsibly. Educators, policymakers, and students themselves must work together to shift the narrative from one of misuse to one of empowerment.
The goal should be to create a culture where AI is a tool for learning, not a shortcut to avoid it.

The future of education in Nigeria depends on how this generation embraces technology. Will it be a stepping stone to greatness or a pitfall of complacency? The choice lies in our hands.

•Babagana M. Hassan is of the Department of Mass Communication, Borno State University