DETERMINANTS OF THE ABUSE OF ARTIFICIAL INTELLIGENCE FOR ACADEMIC PURPOSES AMONG NIGERIAN UNIVERSITY UNDERGRADUATES

Authors

• A.M. Adegbore, University of Ibadan, NigeriaFollow
• Solomon Oluwaseun Ojedeji, University of Ibadan, NigeriaFollow
• Ihezie Donatus Ukpabi, University of Ibadan, NigeriaFollow
• Taofeek Gbolahan Muibi, University of Ibadan, NigeriaFollow
• Bamikole Abel FASHOGBONFollow
• Adebola Kehinde OJOFollow

Date of this Version

Summer 7-26-2026

Document Type

Article

Citation

Adegbore, A. M., Ojedeji, S. O., Ukpabi, I. D., Muibi, T. G., Fashogbon, B. A., & Ojo, A. K. (2026). Determinants of the abuse of artificial intelligence for academic purposes among Nigerian university undergraduates. Library Philosophy and Practice, Volume(Issue), xx–xx. https://doi.org/xxxxx

Abstract

Abstract

Rationale

The misuse of Artificial Intelligence (AI) is becoming prevalent in academia, particularly among undergraduates. This situation could undermine the main objective of education at the university level, which is aimed at building future professionals for general development. This study examined the determinants of the abuse of artificial intelligence (AI) for academic purposes among Nigerian university undergraduates, with particular focus on federal universities in Southwestern Nigeria.

Material and method

A descriptive survey of the correlational type was adopted. The population comprised 233,454 undergraduates, from which a sample size of 1,593 students was selected using a multi-stage sampling technique involving stratified, purposive and simple random sampling procedures. Data were collected through a validated questionnaire and analysed using frequency counts, percentages, mean, standard deviation and Pearson Product Moment Correlation.

Findings

Artificial intelligence abuse is moderately prevalent (weighted mean = 2.47), with the most common practices including the use of AI to complete assessments (X = 3.04) and generate assignments without proper engagement (X = 2.78). A high proportion of respondents admitted to engaging in ethically questionable AI practices (weighted mean = 2.86), particularly in using AI for idea generation, simplification of academic content and proofreading. Determinants of AI abuse were found across individual (mean = 2.54), social (mean = 2.73) and institutional factors (mean = 2.72), with lack of ethical guidance (X = 3.09), academic pressure (X = 2.96) and social media influence (X = 2.98) emerging as key drivers. The study further revealed that AI abuse significantly impacts academic integrity (weighted mean = 3.00) and student learning outcomes (weighted mean = 2.56), leading to reduced critical thinking, limited creativity and superficial learning. Hypotheses testing showed a significant relationship between AI abuse and academic integrity (r = 0.260, p < 0.01) as well as a stronger relationship with student learning outcomes (r = 0.616, p < 0.01).