Asian Journal of Education and Social Studies

This study investigated teachers’ digital literacy and the adoption of Artificial Intelligence (AI) in Social Studies assessment practices in Upper Basic Schools in Edo State, Nigeria. The study was guided by four research questions and three hypotheses. Adopting a correlational survey research design, the study explored the level of digital literacy among teachers, the extent of AI adoption in assessment, the influence of digital literacy on AI integration, and the challenges encountered during AI adoption. The population consisted of approximately 15,000 Social Studies teachers across Edo State, from which a representative sample of 450 teachers (230 males and 220 females) was selected using a multi-stage sampling technique. Data were collected through a structured, validated, and reliable questionnaire titled “Teachers’ Digital Literacy and AI Adoption in Assessment Questionnaire (TDLAAQ).” Descriptive statistics (mean and standard deviation) and inferential statistics (Independent Samples t-test and Pearson Product-Moment Correlation Coefficient) were used to analyze the data at a 0.05 level of significance. Findings revealed that the digital literacy level among teachers was generally inadequate, with male teachers demonstrating higher proficiency than female counterparts. A significant positive relationship was found between teachers’ digital literacy and their adoption of AI tools for assessment. Additionally, infrastructural, policy, and personal barriers were identified as key challenges impeding AI adoption. The study recommends sustained digital training, improved infrastructure, and targeted policy interventions to support AI integration in educational assessment.