Teachers’ and Students’ Perceptions of Artificial Intelligence-Based Approaches to Environmental Sanitation in Secondary Schools in the North Central Zone, Nigeria

Abstract

The study was motivated by ongoing sanitation challenges in schools and the growing potential of artificial intelligence (AI) technologies to improve hygiene and waste management. This study examined teachers’ and students’ perceptions of AI-based approaches to environmental sanitation in secondary schools in the North Central Zone of Nigeria. A descriptive survey research design was adopted. The population comprised secondary school teachers and students, from which a representative sample of 400 respondents (150 teachers and 250 students) was selected using stratified random sampling. Data were collected using a structured questionnaire and analyzed with mean scores, standard deviation, and t-test statistics to test the stated hypotheses. The findings revealed that 82% of teachers and 76% of students were aware of AI-based sanitation solutions, with teachers demonstrating slightly higher mean awareness scores (M = 3.42, SD = 0.48) than students (M = 3.28, SD = 0.52). Both groups exhibited positive attitudes toward AI integration, with mean attitude scores above the benchmark of 2.50. Major barriers identified included inadequate funding (reported by 78% of respondents), limited training opportunities (71%), unreliable electricity (69%), and weak administrative support (65%). The study concludes that while awareness and attitudes are favourable, infrastructural and institutional deficiencies constrain effective adoption. It is recommended that targeted training, workshops, and funding support be provided to strengthen the implementation of AI-based sanitation systems in schools.