Leveraging Artificial Intelligence for Inclusive Technical and Vocational Education: An Indicator for Entrepreneurial Development of Tertiary Institution Students in Lagos State, Nigeria

This paper has reviewed the inclusion of artificial intelligence as a driver of the inclusive technical and vocational education and assumed as a predictor of the level of entrepreneurial growth among learners of tertiary institutions in Lagos State, Nigeria. The search in particular looked at the ability of AI to improve TVET skills development and entrepreneurship. The descriptive survey design was embraced where 222 respondents were involved including TVET students, lecturers and administrators in the Federal College of Education (Technical) Akoka, the University of Lagos Akoka and Lagos State University of Education Oto/Ijanikin, all offering undergraduate programs in TVET. A stratified random sampling of 382 people was used to select the participants. The instrument employed to collect the data was the “Artificial Intelligence for TVET and Entrepreneurial Development Questionnaire (AITVETEDQ), which was full of Google Forms and used a 4-point modified Likert scale. The instrument proved to be reliable with a Cronbachs alpha coefficient of eighty-three. Statistics was done in form of descriptive statistics (mean and Standard deviation) and inferential statistics (ANOVA) with the significance value of 0.05 and the SPSS version of 24. The results indicated that there is a high level of agreement in the viewpoint of all groups of stakeholders on the beneficial effects of AI on TVET skills development (mean scores: 3.34, 3.31, 3.31) and entrepreneurial development (mean scores: 3.35, 3.34, 3.40). Statistical tests proved that there was no significant difference between groups of respondents (F=1.937, p=.146; F=5.168, p=.080) thus keeping both null hypotheses. The standard deviations were between .51 and.90, which showed homogeneity in the responses. The research concludes that AI is a useful tool to support the development of inclusive tertiary education in television and contribute to entrepreneurship among students in tertiary establishments in Lagos State. To this end, it is suggested that universities in Nigeria ought to adopt artificial intelligence tactically in the curriculum of entrepreneurship to transform teaching the predominantly theoretical frameworks to be data-driven venture generation, which would produce an innovator, startup founder, and digital entrepreneur.