CURRICULUM CHANGE AND ARTIFICIAL INTELLIGENCE INTEGRATION: IMPLICATIONS FOR LEARNING ENVIRONMENT AND STUDENTS’ QUALITY OF LIFE IN NIGERIA.

Abstract

Curriculum change is central to educational reform in Nigeria, particularly with the growing demand to integrate Artificial Intelligence (AI) into teaching and learning. This study investigates the relationship between curriculum change involving AI, the learning environment, and students’ quality of life in Nigeria, using Metropolitan College, Onitsha, Anambra State as a case study. The study population consisted of 748 students of 2025 academic session, including 413 junior class students (55.2%) and 335 senior class students (44.8%). A descriptive survey design was employed, and structured questionnaires were distributed to a stratified sample representing 20% of the total population (n = 150). Data were analyzed using descriptive statistics and correlation analysis. Findings indicate that 72% of respondents agreed that AI-driven curriculum reforms improved access to interactive learning resources, while 65% reported enhanced classroom engagement. Similarly, 58% noted that AI-supported learning reduced academic stress and improved motivation, directly impacting students’ quality of life. Despite these benefits, 61% of students identified infrastructural limitations, such as poor internet connectivity, as a major barrier, while 54% emphasized inadequate teacher training in AI usage. The study concludes that AI integration in Nigeria’s curriculum significantly improves the learning environment and students’ well-being, but sustained policy support and resource allocation are essential for success. It recommends increased investment in digital tools, structured teacher training, and student-centered AI applications to maximize educational outcomes and quality of life.