Study of Artificial Intelligence Tool Awareness and Academic Integrity Concerns Among University Lecturers in Ogun State, South West Nigeria

The rapid proliferation of generative artificial intelligence tools such as ChatGPT and Gemini has created significant challenges for academic integrity in Nigerian universities, and understanding the awareness levels and concerns of lecturers in South West institutions is essential for developing appropriate policy responses. This study examines awareness levels and academic integrity concerns regarding AI tools among university lecturers in Ogun State. A cross-sectional survey was applied to 200 lecturers from Olabisi Onabanjo University and Federal University of Agriculture Abeokuta, selected through proportionate stratified sampling across faculties. Questionnaire items assessed awareness of AI writing tools, ability to identify AI-generated content, concern severity about AI-assisted academic dishonesty, and institutional policy adequacy. Descriptive statistics and chi-square analysis were computed in SPSS. Available AI in education literature from South West Nigeria identifies the absence of institutional AI use policies and inadequate assessment redesign as the primary institutional responses to AI academic integrity concerns, with younger lecturers showing higher AI tool awareness but similar concern levels to older colleagues. The Academic Integrity Framework by Bertram Gallant and the Technology Threat Framing Theory provide the analytical basis. Findings indicate that 79 percent of respondents expressed concern about AI-assisted essay submission, while only 22 percent reported their institution had an explicit AI academic integrity policy. Recommendations address university-level AI policy development, AI detection tool provision, and assessment redesign training. Keywords: artificial intelligence, academic integrity, university lecturers, Ogun State, South West Nigeria.