Integration of Artificial Intelligence Tools in Secondary School Classrooms in Lagos State: Teacher Perspectives and Practices

This study examines teacher perspectives and practices regarding the integration of artificial intelligence tools in secondary school classrooms in Lagos State, South West Nigeria. Generative AI and AI-powered educational applications have become rapidly accessible, creating both opportunities and anxieties for classroom teachers. A cross-sectional mixed-methods design was adopted, combining a survey of 180 secondary school teachers from public and private schools in Ikeja, Eti-Osa, and Alimosho Local Government Areas with focused interviews from 20 selected respondents. The validated questionnaire assessed AI tool awareness, usage frequency, perceived benefits, ethical concerns, and institutional guidance. Quantitative data were analysed using descriptive statistics and chi-square tests, while interview data underwent thematic analysis. Findings reveal high awareness but low structured integration of AI tools, with most teachers using AI informally for lesson preparation rather than classroom instructional delivery. Concerns about student over-reliance on AI for academic work and the potential for academic dishonesty are the dominant pedagogical anxieties. Institutional guidance on AI integration is largely absent. The study recommends that Lagos State secondary schools develop AI use policies, integrate AI literacy into the curriculum, and provide teacher professional development on responsible AI pedagogical integration. Keywords: artificial intelligence, classroom integration, secondary school, Lagos State, teacher perspectives