Dr Osita Ernest Igbe
Abstract
This study investigated the integration of Artificial Intelligence (AI) into guidance and counselling practices within Nigerian secondary schools, aiming to identify potential benefits, analyze associated challenges, explore practical implications for key stakeholders, and propose integration strategies. A sequential explanatory mixed-methods design was employed, involving a quantitative survey of 250 counsellors and qualitative interviews and focus group discussions with counsellors, administrators, and students in Rivers State. Data were analyzed using descriptive and inferential statistics and thematic analysis. Findings revealed perceived benefits including increased efficiency (=4.25) and improved accessibility (=4.10). Major challenges included inadequate technological infrastructure (=4.50), insufficient funding (=4.45), digital literacy gaps (=4.30), and ethical concerns. Practical implications suggest a necessary shift in counsellor roles and a critical need for school administration to develop robust policies and allocate resources. The study recommends that policymakers should prioritize investment in technological infrastructure and comprehensive digital literacy training for all stakeholders.