TEACHING LEARNERS AI TOOLS REQUIRED FOR DIGITAL ENTREPRENEURSHIP SKILLS DEVELOPMENT IN PUBLIC TERTIARY INSTITUTIONS IN RIVERS STATE

Abstract

The perceived roles of AI tools in entrepreneurial activities informed this study: “teaching learners AI tools required for digital entrepreneurship skills development in public tertiary institutions in Rivers State.” Two research questions guided the study, and two null hypotheses were tested. A descriptive survey research design was adopted. From a population of 136 Business Education lecturers, a census survey sampling was employed. A four-point response options questionnaire was used for data collection, and it was validated by three experts. The reliability of the instrument was established using Cronbach’s alpha, which yielded coefficients of 0.73 and 0.74. The mean and standard deviation were used to answer the two research questions and measure the spread in respondents' opinions, while one-way analysis of variance (ANOVA) was used to test the two null hypotheses at the 0.05 level of significance. Findings revealed that all the types of AI tools listed were highly required to teach learners, leading to digital entrepreneurship skills development, while educational attainment and years of teaching experience play vital roles in teaching AI tools to learners for digital entrepreneurship skills development. The researchers concluded that if learners are taught all the AI tools, it will lead to effective and efficient digital entrepreneurship skills development for job creation. Among other things, it was recommended that federal, state and heads of institutions should provide adequate hardware and software AI tools for effective teaching of AI tools for digital entrepreneurship skills development.