Levels of AI awareness and pedagogical skills among Nigerian teachers: The differentials of gender and teachers’ experience

The rapid diffusion of artificial intelligence (AI) across educational systems has intensified the need to assess teachers’ readiness to engage with AI-informed pedagogy, particularly in underrepresented contexts. This study investigated the levels of AI awareness and AI pedagogical skills among secondary school teachers in Nigeria, with specific attention to gender and teaching experience differentials. A cross-sectional survey design was employed, drawing on a stratified random sample of 2,586 teachers across Nigeria's six geopolitical zones. AI awareness was measured using an eight-item binary scale, while AI pedagogical skills were assessed using the 20-item Educators’ AI Literacy (EDAIL) scale (α = .977). Data were analysed using descriptive statistics, independent samples t-tests, one-way ANOVA, correlation analysis, and ANCOVA. Findings indicate moderate levels of AI awareness (M = 3.13, SD = 1.79 on a 0–8 scale) but comparatively lower AI pedagogical skills (M = 2.47, SD = 0.86 on a 1–5 scale), suggesting a gap between conceptual familiarity and pedagogical application. Significant gender differences were observed, with male teachers reporting higher AI awareness (d = 0.17) and pedagogical skills (d = 0.31), although effect sizes were small. Teaching experience did not significantly predict AI awareness; however, early-career and mid-career teachers reported significantly higher AI pedagogical skills than experienced teachers (η² = 0.008). A moderate positive correlation (r = .378, p < .001) was found between AI awareness and pedagogical skills. These patterns remained robust after controlling for school type. These patterns may suggest that Nigerian secondary school teachers are navigating an early-to-intermediate phase of AI integration, conceptually familiar with AI technologies, yet not fully equipped to enact them pedagogically. The study contributes large-scale empirical evidence from Sub-Saharan Africa. It underscores the need for structured, equity-sensitive, and pedagogically grounded professional development frameworks to advance sustainable AI integration in education.