Ajani, Hammed Adedeji & Ramaila, Sam
hammeda@uj.ac.za
Abstract
Twenty-first-century competence extends beyond knowledge acquisition to the ethical and contextual application of knowledge for personal and societal growth. The rise of Generative Artificial Intelligence (GenAI) in education is reshaping core competencies, such as critical thinking, creativity, and collaboration. While GenAI enables access to vast information, creative support, and collaborative platforms, concerns remain about its effects on independent reasoning, originality, and interpersonal skills. This study investigated the extent of GenAI adoption among Nigerian undergraduate students, the challenges encountered, and its effectiveness in developing future competencies. A qualitative research design was employed, using focus group discussions and in-depth semi-structured interviews. The participants comprised 12 computer science undergraduates drawn from six Nigerian universities through a multistage sampling approach combining systematic and purposive techniques. Findings revealed that students learned about GenAI primarily through social media, academic contexts, and peer networks. Tools such as ChatGPT, Gemini, Microsoft Copilot, and Grammarly are widely adopted for research, writing, and problem-solving due to their accessibility and relevance. However, usage patterns vary: while some integrate GenAI regularly, others exercise caution to avoid over-reliance. Reported challenges include concerns over the accuracy of AI outputs, plagiarism risks, and limited access linked to internet connectivity and financial barriers. Overall, students acknowledge GenAI’s role in enhancing creativity and critical thinking, yet caution that uncritical dependence may erode deep learning and foundational skills. The study concluded that structured integration of GenAI, supported by AI-focused curricula and institutional policies, is vital to promote responsible use and ensure graduates acquire balanced cognitive and interpersonal competencies.
Keywords:
Artificial Intelligence
Generative AI
Future Competencies
21st Century Skills
Experience
1. Introduction
The 21st century is marked by unprecedented technological advancements that are reshaping various human endeavours, with education being one of the most significantly impacted domains. Among these innovations, Generative Artificial Intelligence (GenAI) has emerged as a transformative force, redefining pedagogical approaches and altering how students engage with learning materials. GenAI encompasses sophisticated machine learning algorithms capable of producing human-like text, images, and codes, based on user prompts. Tools such as ChatGPT, DALL·E, Gemini, DeepSeek, Microsoft Copilot, and so on, exemplify the capabilities of AI-driven systems in facilitating dynamic and interactive educational experiences.
Research by [1, 2, 3] show that GenAI supports personalised learning, knowledge synthesis, and creative problem-solving by automating content creation and information processing. This fosters critical cognitive skills like analytical reasoning, adaptability, and innovation. While GenAI offers significant potential for enhancing teaching and research [4], it also raises concerns about intellectual dependency, ethical issues, and its long-term impact on learners. [5] highlights that GenAI’s role in promoting meaningful learning, but stress the need to assess its effectiveness in preparing students for future workforce demands.
Competence in the 21st century is no longer limited to passive knowledge acquisition, rather, [6] describes it as the ethical mobilisation and application of knowledge across diverse domains to achieve both individual and societal progress. This underscores the need for students to engage in practical, problem-solving contexts, rather than merely accumulating fragmented skills. [7] argues that as industries increasingly adopt AI, the demand for future competencies, a combination of cognitive, technical, and interpersonal abilities has grown significantly.
Key competencies such as critical thinking, creativity, and collaboration are being reshaped by AI-driven technologies, necessitating an assessment of their long-term implications for education. While GenAI can enhance critical thinking by providing access to vast datasets and comparative analysis tools [1], major concern is also about its potential to diminish students' capacity for independent analytical reasoning if they accept AI-generated insights uncritically. Similarly, [8] asserts that AI-driven content generation supports creativity by offering algorithmic inspiration, yet it risks constraining originality by reinforcing pre-existing patterns. Furthermore, AI-powered platforms facilitate seamless collaboration through multilingual interactions, real-time teamwork, and automated content sharing [9], yet they may also erode interpersonal communication skills by reducing direct human engagement.
Recognizing these dynamics, this study seeks to investigate the extent of GenAI adoption among Nigerian undergraduate students, the challenges they encounter, and the effectiveness of these technologies in fostering future competencies. Given the limited empirical evidence on GenAI's role in enhancing skill development beyond conventional learning methods, this research aims to equally generate critical insights that will inform policy decisions and pedagogical strategies for the effective integration of AI-driven learning in Nigerian higher education. Consequent on the above, this study attempts to provide answers to these two critical questions: (i) what are the experiences of Nigerian undergraduate students with GenAI in developing future competencies? and (ii) what is the impact of GenAI on future competencies among Nigerian undergraduates?
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1.1. Background for the Study
The rapid technological advancements characteristic of the 21st century have profoundly influenced education, redefining how knowledge is accessed, processed, and applied. Among these innovations, GenAI has emerged as a transformative force, offering sophisticated capabilities to generate human-like text, images, and code, which are reshaping pedagogical approaches and student learning experiences. Tools such as ChatGPT, Microsoft Copilot, and Grammarly exemplify this shift by enabling dynamic, interactive, and personalized learning opportunities.
The integration of GenAI in higher education presents both opportunities and challenges for developing essential future competencies among students. Future competencies encompass a broad set of cognitive, technical, and interpersonal skills, including critical thinking, creativity, collaboration, adaptability, and ethical reasoning, that are vital for success in a rapidly evolving global landscape [10, 6]. GenAI can enhance learning by automating content creation, facilitating knowledge synthesis, and promoting innovative problem-solving, thus supporting the development of these competencies [1, 2, 3]. However, concerns persist that over-reliance on AI-generated content may undermine students’ ability to engage deeply, think independently, and uphold academic integrity [5, 8).
In Nigerian public universities, where access to digital resources and infrastructure is often uneven, the adoption of GenAI raises questions about equity, ethical use, and the readiness of educational systems to integrate AI tools effectively. While students increasingly encounter GenAI through social media, academic contexts, and peer networks, disparities in internet access and digital literacy can limit the potential benefits of these technologies. Furthermore, ethical concerns such as plagiarism and the accuracy of AI-generated content remain significant barriers to fully leveraging GenAI’s educational advantages. Despite the growing global discourse on AI’s impact on education, there remains limited empirical research exploring how Nigerian undergraduate students use GenAI and how it influences their development of future competencies. Understanding students’ lived experiences, challenges, and perceptions is crucial for informing pedagogical strategies and institutional policies that can harness GenAI’s potential while mitigating its risks.
This study adopts a qualitative approach to investigate Nigerian undergraduate students’ engagement with GenAI, focusing on the extent of adoption, challenges encountered, and perceived impacts on future competencies. By capturing nuanced insights from students specializing in computer science-related fields across multiple universities, the research aims to contribute to a deeper understanding of how AI-driven tools intersect with teaching and learning in the Nigerian context. The findings will provide a foundation for recommendations on responsible AI integration that supports independent reasoning, creativity, collaboration, and ethical awareness, core attributes of future-ready graduates.
1.2. Theoretical Framework
This study is anchored in two interrelated theoretical constructs: 21st Century Competency Theory and Sociocultural Learning Theory. These frameworks collectively provide the conceptual lens through which the study explores how GenAI technologies influence the development of future competencies among undergraduate students.
21st Century Competency Theory
The 21st Century Competency Theory, as articulated by [10] and expanded upon by scholars such as [6], posits that learners must acquire not just content knowledge but also the ability to apply such knowledge ethically, creatively, and collaboratively in diverse contexts. This theory frames future competencies as an integrated set of skills comprising critical thinking, creativity, collaboration, communication, adaptability, and technological literacy, all of which are essential for navigating complex, rapidly evolving environments. In the context of GenAI, these competencies are dynamically reconfigured. AI tools such as ChatGPT, Microsoft Copilot, and Grammarly facilitate rapid access to information, enabling deeper analytical engagement and problem-solving. However, the ease of access also raises concerns regarding intellectual dependency, superficial engagement, and diminished originality. This theory supports the study’s investigation into whether GenAI serves as a scaffold for higher order thinking or whether it potentially erodes students’ ability to think independently and act ethically.
Sociocultural Learning Theory
[11] underpins the second dimension of the study by emphasizing the role of social interaction, cultural tools, and mediated learning in cognitive development. Within this framework, tools, both physical and symbolic, shape learners’ thinking and behaviour. GenAI can be interpreted as a powerful cultural tool that mediates learning by offering linguistic, visual, and computational support. It functions within a Zone of Proximal Development (ZPD), enabling students to perform tasks they could not accomplish independently.
GenAI tools support collaborative learning environments, as they encourage peer engagement, co-construction of knowledge, and dialogic thinking. However, Vygotsky’s theory also highlights the importance of guided participation and scaffolded learning, which suggests that without appropriate pedagogical structures and ethical orientation, students may become passive recipients of information rather than active constructors of meaning. The sociocultural lens is particularly useful for understanding the experiential context of Nigerian undergraduate students, who may face uneven access to technological infrastructure, limited institutional guidance on ethical AI use, and sociotechnical barriers that influence how they appropriate GenAI tools. It helps frame the diversity of student experiences and usage patterns as socially situated rather than merely individual choices.
Synthesis and Relevance to the Study
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By drawing on these two complementary theoretical perspectives, the study situates GenAI not merely as a neutral technological intervention but as a sociotechnical phenomenon that interacts with learners’ cognitive development, social context, and educational systems. The 21st Century Competency Theory guides the evaluation of GenAI’s potential in cultivating skills essential for employability and lifelong learning, while the Sociocultural Learning Theory contextualizes how these tools are used, interpreted, and internalized within the unique educational environments of Nigerian public universities. Together, these frameworks justify the study’s focus on students’ lived experiences with GenAI tools, their perceptions of skill development, and the underlying challenges they face. This theoretical grounding supports the development of informed, context-sensitive recommendations for curriculum reform, policy design, and pedagogical strategies that promote responsible, inclusive, and competency-based AI integration in higher education.
2. Methodology
This study employs a qualitative research design to examine the impact of GenAI on future competencies among undergraduate students in Nigeria. The study adopted a qualitative research design, incorporating focus groups and in-depth semi-structured interviews to generate insights. The participant sample comprised 12 undergraduate students specialising in computer science-related disciplines across six (6) Nigerian universities. A multistage sampling approach, integrating systematic and purposive sampling techniques was employed to ensure a representative selection of participants.
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At the initial stage, a systematic random sampling technique was employed to select one public university from each of Nigeria’s six geopolitical zones. Subsequently, within each selected university, two leaders from the Computer Science Students' Association were purposively sampled based on their extensive experience with digital tools. This process yielded a final sample size of 12 undergraduate students. Data collection was guided by a semi-structured interview framework designed to explore participants' experiences with four popular GenAI tools, ChatGPT, DeepSeek, Gemini, and Microsoft Copilot. The interviews also examined students' perceived challenges and benefits of GenAI, alongside their levels of satisfaction with these technologies. For data analysis, a combination of thematic content analysis was utilised to identify key patterns and insights emerging from the study.
The study upholds strict ethical standards to protect participants' rights and confidentiality. Informed consent was obtained by providing participants with a detailed briefing on the study’s objectives, their role, and the measures in place to ensure anonymity and confidentiality. Participation was entirely voluntary, with no coercion or undue influence, allowing individuals to withdraw at any stage without consequences. Additionally, the study adhered to Nigeria’s data protection regulations by implementing stringent security measures to safeguard collected data, ensuring secure storage and restricted access to authorised personnel only.
3. Results
In this section, the researchers present the interview results with the respondents. The respondents were seven male and five female undergraduate students who provided insight into the four themes that guide this study: Based on the research questions, the following three thematic areas can guide the qualitative analysis:(i) exposure to and adoption of GenAI in learning and skill development; (ii) enhancement or hindrance of critical future competencies through GenAI; and (iii) Impact of GenAI on future competencies.
Theme one: Exposure to and adoption of GenAI in learning and skill development
This theme explores how Nigerian undergraduate students first encounter and integrates GenAI into their academic and personal learning journeys. It also examines their initial perceptions, motivations for adoption, and the extent to which they actively engage with GenAI tools.
A strategic question was posed to the students on how they first encountered GenAI. The students reported diverse initial encounters with GenAI. Some were introduced to it through social media platforms like Twitter and YouTube, where influencers and tech enthusiasts discussed tools like ChatGPT. Others discovered GenAI during academic research or while seeking help with assignments, as lecturers or peers recommended it. One of the respondents responded that “A lecturer introduced us to ChatGPT during a class on emerging technologies.” A few mentioned stumbling upon it while exploring productivity tools or coding platforms like GitHub. Notably, one student encountered GenAI through a “tech workshop” organized by their university’s computer science department.
Also, in determining the GenAI tools they use, the most commonly used tool among the students is ChatGPT, primarily due to its “accessibility” and “versatility.” Other tools mentioned include Gemini formerly known as Bard, Microsoft Copilot, and Grammarly (for AI-powered writing assistance). The students also reported using GitHub Copilot for coding projects due to their programming backgrounds. Additionally, some students mentioned experimenting with image-generation tools like DALL-E and MidJourney for creative projects. However, ChatGPT remains the dominant tool due to its ease of use and broad applicability.
To examine the frequency of use of GenAI in their academic work or personal projects, it was found that the usage frequency varied significantly among the students. About half reported using GenAI tools multiple times a week, particularly for academic tasks like essay writing, research summarisation, and code generation. A few students admitted to using it almost daily, especially during exam periods or when working on intensive projects. Others used it sparingly, only when they encountered challenging tasks or needed inspiration for creative work. One student noted that “while I find GenAI helpful, I limit its use to avoid over-reliance”, thus ensuring that they develop their own skills.
In summary, the responses highlight that Nigerian undergraduates are increasingly engaging with GenAI, primarily through tools like ChatGPT, and are integrating it into both academic and personal contexts. While some students are frequent users, others adopt a more cautious approach, balancing the benefits of GenAI with a desire to maintain independent learning and creativity. Social media, peer recommendations, and academic needs are key drivers of their engagement with these technologies.
Theme two: Enhancement or hindrance of critical future competencies through GenAI
This theme focuses on how GenAI contributes to the development of key future competencies, such as digital literacy, problem-solving, creativity, analytical thinking, and adaptability. It investigates whether students leverage AI for skill-building and career preparedness.
To understand the respondents view on the ways they use GenAI for academic purposes, the researcher asked this critical question on how Nigerian undergraduates utilise GenAI in various ways to enhance their academic experience. Many students rely on it for summarising complex research papers, refining their writing, and assisting with coding tasks such as debugging errors and generating sample scripts. Others find it useful as a virtual tutor, offering explanations for difficult topics in data structures and algorithms. Some students leverage GenAI to brainstorm research ideas, conduct literature reviews, and format references correctly. Additionally, one of the respondents stated that “AI-powered tools help me with language translation and PowerPoint presentations, as well as in time management by generating study schedules for me.”
Beyond academic tasks, the respondents were asked to describe a specific instance where GenAI helped them develop a skill relevant to future competencies. The respondents agreed that GenAI plays a significant role in helping students develop skills relevant to future competencies. For example, one of the students reported that “interacting with GenAI tools introduced me to prompt engineering.” Few others claimed that GenAI improved their coding proficiency, data visualization techniques, and automation skills through AI-assisted programming. One of the students claimed that “GenAI enhanced their professional communication by using AI to refine their reports,” while few others claimed that it helped them gain insights into “UI/UX principles.”
Understanding that there are lots of benefits in using GenAI, the students were asked “What challenges have you faced while using GenAI in your learning?” The students asserted that despite the benefits, they face several challenges while using GenAI in their learning. A common concern is the “accuracy” and “reliability” of AI-generated information, as some outputs may be outdated or incorrect, requiring additional verification. One of the students claimed that this might be due to “the lack of contextual understanding in technical subjects sometimes, which leads to vague or misleading explanations.” Ethical concerns, particularly regarding plagiarism, also pose a challenge, as “some lecturers discourage AI use, making it difficult to integrate GenAI into academic work without concerns of academic dishonesty."
Additionally, one of the students claimed that “Internet connectivity issues hinder my access to AI tools, especially in areas with poor network coverage." This response describes a general issue regarding limited access to advanced AI tools due to cost and poor internet connectivity. Furthermore, one of the students claimed that "AI-generated citations are often fabricated, requiring me to cross-check references before using them in my papers.” This in a way creates obstacles in integrating GenAI into academic workflows. Some students also noted difficulties in balancing AI assistance with independent critical thinking, highlighting the need for a structured approach to AI adoption in education.
In summary, Nigerian undergraduates leverage GenAI to enhance their academic experience by summarising research papers, refining writing, debugging code, and serving as a virtual tutor. It also aids in research brainstorming and time management. Beyond academics, students credit GenAI with developing future competencies such as prompt engineering, coding proficiency, data visualization, and UI/UX principles. However, challenges persist, including concerns about the accuracy and reliability of AI-generated information, ethical issues like plagiarism, and limited access due to internet connectivity and cost. Despite these challenges, GenAI remains a valuable tool in fostering critical skills for the future, emphasizing the need for a structured approach to its adoption in education.
Theme three: Impact of GenAI on future competencies
This theme explores how students perceive the broader impact of GenAI on future competencies. It assesses whether GenAI is seen as a transformative tool for innovation, entrepreneurship, and professional growth.
“It has improved my research skills by helping me refine my questions and analyse information critically.” “Sometimes, it gives quick answers, which makes me reflect less on problems myself.” These were the typical responses of the respondents as most of them acknowledged that GenAI has positively influenced their critical thinking and problem-solving abilities. They noted that AI helps break down complex problems, refine research questions, and provide alternative perspectives. However, some expressed concerns that GenAI’s quick answers might reduce their ability to engage deeply with problems and develop independent reasoning skills.
On the topic of creativity, opinions were mixed. For example, one of the students stated that “AI enhances creativity by suggesting new ideas and frameworks I wouldn’t have considered on my own.” Others, however, felt that over-reliance on AI-generated suggestions could stifle originality. One student mentioned “using GenAI as a brainstorming tool while ensuring that final ideas were shaped by personal input.” When discussing innovation, students highlighted both advantages and drawbacks. Some stated that AI exposes them to emerging technologies and accelerates prototyping, particularly in programming and content creation. However, one of the students felt that “AI-generated responses can sometimes be generic, limiting deeper exploration and critical thinking.”
Regarding career preparedness, several students believed that AI equips them with relevant digital skills and keeps them updated with industry trends. However, a few were sceptical, for example, one of the students argued that “AI’s rapid evolution might render current knowledge obsolete if foundational skills are not solid.” Others pointed out that while AI enhances productivity, it might reduce the need for deep expertise in certain fields. Concerns about over-reliance on AI for learning were also prevalent. One of the students worried that “frequent AI use could weaken independent thinking,” while others believed that AI serves as a valuable complement to traditional learning, provided it is used “responsibly.” A recurring concern was AI’s potential to provide inaccurate or overly simplistic answers, which could mislead learners.
Ethical considerations such as plagiarism, misinformation, and bias were widely acknowledged. One of the students noted that “AI-generated content makes it easier to plagiarise,” and some pointed out that AI tools can reinforce biases present in their training data. The risk of misinformation was another key issue, as some students felt that AI responses should always be verified against reliable sources before being accepted as fact. Several students shared specific experiences where AI supported their critical thinking and problem-solving. For instance, one student recounted how “AI-assisted debugging helped her understand coding errors more effectively.” Another student used AI to “analyse different viewpoints on a debate topic, improving her analytical thinking.” Others found AI useful in structuring research papers, though they emphasized the importance of refining AI-generated content through personal judgment.
When asked about the competencies AI strengthens the most, students commonly cited problem-solving, creativity, and communication. They found AI especially useful in suggesting alternative approaches to challenges, enhancing written and spoken communication, and generating innovative ideas. However, some students believed AI could weaken critical thinking, collaboration, and creativity when used excessively. One of the students argued that “instant AI-generated solutions might reduce the need for deep reflection, human interaction, and original thought.” Overall, the students’ responses highlight the complex role of AI in shaping future competencies. While AI offers significant benefits in enhancing problem-solving, creativity, and communication, concerns remain about over-reliance, ethical implications, and it’s potential to diminish deep thinking and collaboration.
4. Discussions
This study is grounded in the recognition of the urgent need to evaluate the impact of GenAI on the acquisition and development of future competencies among Nigerian students. As reliance on GenAI continues to grow, it becomes essential to assess whether these tools serve as enablers or inhibitors of future competencies, especially the critical skills required for the evolving digital landscape. Empirical evidence, such as the findings of [5], highlights the potential of GenAI in fostering meaningful learning outcomes. This study, therefore, critically examined the extent to which GenAI enhances or hinders students' ability to develop competencies necessary for academic and professional success.
The findings of this study highlight the diverse pathways through which Nigerian undergraduate students are exposed to and adopt GenAI, shaped by social media, academic requirements, and personal exploration. Many students first encountered GenAI through social media platforms such as Twitter and YouTube, where technology influencers and digital content creators introduced AI tools like ChatGPT. Others were introduced to these technologies in academic settings, either through lecturers discussing emerging digital trends or through peer recommendations during research and coursework.
Some students discovered AI applications while exploring coding platforms like GitHub, while a few engaged with GenAI through university-organised tech workshops, underscoring the role of institutional efforts in fostering AI awareness. These varied exposure routes align with the findings of [12] and [13], who emphasised the influence of digital literacy and academic engagement on AI adoption. Such findings suggest that the increasing integration of GenAI into educational contexts is not merely a result of technological advancement, but also a product of structured institutional and informal digital learning experiences.
The adoption of specific GenAI tools among students is driven by factors such as accessibility, functionality, and academic relevance. ChatGPT emerged as the most widely used tool due to its versatility in facilitating research summarisation, essay writing, and general problem-solving. Other frequently mentioned tools include Gemini (formerly Bard), Microsoft Copilot, and Grammarly, primarily utilised for writing enhancement. Students with programming backgrounds reported using GitHub Copilot for debugging and script generation, while others experimented with AI-driven creative applications like DALL-E and MidJourney.
These diverse use cases align with the studies of [14] and [15], which emphasise the multifaceted role of GenAI in supporting academic work, personal development, and creative expression. However, while some students integrate AI tools into their learning processes frequently, others maintain a cautious approach to avoid over-reliance, ensuring that they retain their critical thinking and problem-solving abilities. This balance reflects the findings of [16] and [13], who highlight the importance of structured AI literacy programs in promoting responsible and effective AI adoption in education. These insights underscore the necessity for higher education institutions to implement AI-focused curricula that emphasise ethical usage, independent learning, and the development of future-ready competencies.
Furthermore, the findings from student responses indicate that Nigerian undergraduates extensively utilise GenAI in their academic activities, especially for research summarisation, writing refinement, debugging code, and as a virtual tutor for complex subjects such as data structures and algorithms. Beyond coursework, GenAI plays a crucial role in research-related tasks, including brainstorming ideas, conducting literature reviews, and improving time management through AI-generated study schedules. Additionally, students are leveraging GenAI to develop future-oriented skills in fields such as prompt engineering, data visualisation, UI/UX design, and automation, equipping themselves for the evolving digital economy. These findings align with [17] and [5], who argue that AI serves not only as an academic aid but also as a powerful tool for cultivating professional competencies critical for modern industries. The integration of AI into education thus signifies a broader shift toward skill-based learning, enabling students to build expertise in technology-driven domains that align with industry trends.
Despite these advantages, students encounter significant challenges in incorporating GenAI into their learning processes. A primary concern is the accuracy and reliability of AI-generated content, as responses may sometimes be misleading, outdated, or lacking contextual depth, necessitating independent verification. Ethical concerns, particularly related to plagiarism and academic integrity, also pose a critical challenge, with some lecturers discouraging AI use due to fears of academic dishonesty. Additionally, limited access to AI tools, caused by poor internet connectivity and financial constraints, further exacerbates the digital divide, restricting equitable adoption among students.
These limitations align with the findings of [3], who emphasise the disparities in AI accessibility across educational contexts. Furthermore, AI-generated citations are often fabricated, requiring meticulous cross-verification, and some students express concerns that excessive reliance on GenAI may undermine their independent critical thinking skills. The concerns raised reinforce the argument by [15] that structured AI integration is necessary to balance the benefits of automation with the need for cognitive skill development. Addressing these challenges requires a strategic framework for AI literacy, ensuring that students harness GenAI’s capabilities, while maintaining academic integrity and independent analytical reasoning.
The findings of this study equally present the impact of GenAI on future competencies among students, where its benefits in enhancing critical thinking, problem-solving, and creativity are counterbalanced by concerns over dependency and ethical implications. The study recognises GenAI as a valuable tool for refining research questions, breaking down complex problems, and exposing them to diverse perspectives. This aligns with existing research, such as [5] and [18] which highlights AI's role in fostering analytical skills. However, this study also expresses concerns that the immediacy of AI-generated responses may reduce the ability to engage deeply with problems, potentially weakening independent reasoning skills. This paradox underscores the necessity of structured AI integration in education, leveraging its benefits while ensuring that students retain and cultivate critical cognitive abilities. Furthermore, while some students credit AI with fostering creativity by introducing novel frameworks and ideas, others caution that excessive reliance on AI-generated content may stifle originality, reinforcing the view that AI should function as an assistive, rather than a dominant force in creative processes.
Beyond cognitive skills, GenAI's role in career preparedness and ethical considerations further illustrates its transformative yet contentious impact. Students acknowledge that AI equips them with relevant digital skills, facilitates exposure to emerging technologies, and enhances productivity across various domains, particularly programming and content creation. However, scepticism remains about AI’s rapid evolution potentially rendering acquired knowledge obsolete, particularly if foundational skills are not solidified. This concern resonates with [14] and [19], who warns that while AI accelerates skill acquisition, it may also shift the emphasis away from deep expertise.
Ethical concerns such as plagiarism, misinformation, and AI bias further complicate AI’s integration into learning. Several students highlight the risk of unverified AI-generated content leading to misinformation, while others caution that AI’s reinforcement of biases within training data necessitates critical scrutiny. As AI becomes increasingly embedded in learning and professional development, its role must be framed within an ethical and pedagogical framework that ensures it enhances rather than diminishes competencies such as deep thinking, collaboration, and originality. This calls for AI literacy initiatives that empower students to use GenAI as a strategic asset while maintaining a strong foundation in independent inquiry and ethical responsibility.
5. Conclusions
This study examined the experiences of Nigerian undergraduate students with Generative Artificial Intelligence (GenAI) and its impact on their development of future competencies within the context of public universities. Through qualitative analysis of focus group discussions and in-depth interviews, the study found that GenAI is increasingly becoming a part of students’ academic routines. Exposure to GenAI primarily occurs through social media, peer networks, and academic settings, with tools like ChatGPT, Gemini, Microsoft Copilot, and Grammarly being frequently used for research, writing, coding, and problem-solving. While students acknowledged the value of GenAI in enhancing creativity, supporting critical thinking, and improving productivity, they also expressed significant concerns about ethical use, content reliability, and the risk of over-reliance. Importantly, the study reveals a nuanced reality: although GenAI can serve as a catalyst for developing 21st-century skills, its uncritical or excessive use may inadvertently hinder independent reasoning, originality, and interpersonal communication, competencies that remain crucial for professional and societal development.
Therefore, the impact of GenAI on future competencies is neither wholly positive nor entirely negative. It presents both opportunities and challenges. The key to maximizing its benefits lies in guided, purposeful integration into higher education curricula. Nigerian public universities should take proactive steps to embed AI literacy and ethics into teaching and learning practices. Policies should be established to promote responsible usage, reinforce foundational skills, and mitigate inequities in access. Ultimately, a structured and pedagogically sound integration of GenAI tools, coupled with continuous dialogue on digital ethics, equity, and cognitive engagement, will ensure that students are not merely users of technology, but informed, critical, and adaptive thinkers equipped for an evolving future.
5.1. Limitations of the study
One key limitation of this study is the challenge of assessing the long-term impact of GenAI on future competencies. While the findings indicate that students benefit from AI in areas such as problem-solving, creativity, and communication, the study does not capture how these competencies evolve over time. The potential risk of over-reliance on AI, leading to diminished critical thinking and deep learning, remains an open question that requires further longitudinal research. Additionally, the study primarily relies on self-reported data, which may introduce bias, as students' perceptions of their skill development may not always align with objective assessments of their competencies.
Another limitation is the digital divide and unequal access to GenAI tools, which can create disparities in competency development. Students with limited internet connectivity or financial constraints may struggle to engage with AI-driven learning, potentially widening the gap between those who have the resources to experiment with AI and those who do not. Moreover, variations in institutional policies on GenAI usage further complicate the study’s findings. Some universities encourage AI integration, while others restrict its use due to concerns about academic integrity and misinformation. This inconsistency makes it difficult to generalise the study’s conclusions across different educational contexts.
Finally, ethical concerns surrounding AI-generated content pose another challenge to understanding GenAI’s role in competency development. The risks of plagiarism, bias, and misinformation can undermine the very skills that AI is expected to enhance, such as critical reasoning and independent problem-solving. Additionally, the rapid evolution of AI technologies means that today's tools may become obsolete or require significant adaptation in the near future. This study does not fully address how students will maintain relevant competencies amid the continuous transformation of AI-driven learning environments. Future research should explore adaptive learning strategies and institutional frameworks that can ensure GenAI remains a sustainable tool for competency development.
5.2. Recommendations
Consequent on the above, this study therefore recommends that to ensure that GenAI positively contributes to the development of future competencies, universities should integrate structured AI literacy programs into their curricula. These programs should emphasise critical evaluation of AI-generated content, ethical AI use, and strategies for leveraging AI without compromising independent learning and deep thinking. Also, given that AI significantly enhances problem-solving, creativity, and communication skills, institutions should provide guided training on how to use AI tools effectively while avoiding over-reliance. This will help students develop adaptive learning strategies, enabling them to use AI as a complement to their intellectual growth rather than a substitute for critical reasoning and innovation.
Additionally, there is a need for research-driven policy frameworks that regulate the use of GenAI in higher education.
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Institutions should establish guidelines that balance AI-assisted learning with the development of essential human skills such as collaboration, analytical reasoning, and decision-making. For instance, AI can be integrated into coursework in ways that encourage students to refine AI-generated outputs rather than passively accept them. Such an approach would foster deeper engagement with AI tools while ensuring that students retain ownership of their learning process. Furthermore, universities should provide opportunities for experiential learning, such as AI-assisted internships, hackathons, and innovation challenges, to help students develop hands-on expertise in applying AI to real-world problems.
Equitable access to AI tools must also be prioritised to ensure that all students can develop future-ready skills regardless of socioeconomic background. Policymakers and educational institutions should explore partnerships with AI developers to provide subsidized or open-access AI tools for students in underprivileged areas. Additionally, continuous assessment of AI’s impact on students’ skill development should be conducted through longitudinal studies. This will help track how GenAI shapes competencies over time and inform strategies for maximizing its benefits while mitigating potential risks. It is hoped that adopting these measures can prepare students to navigate an AI-driven workforce, equipping them with the necessary skills to remain competitive and innovative in a rapidly evolving digital landscape.