IMPACT OF AI-BASED CREDENTIALS ON TEACHING PRACTICES AND LEARNING OUTCOMES IN SECONDARY AND TERTIARY INSTITUTIONS IN ABUJA, NIGERIA

Abstract

The integration of Artificial Intelligence (AI) in education has introduced new forms of credentialing, including digital badges, micro-credentials, and automated competency-based certifications. These AI-based credentials offer flexible and skills-oriented approaches to recognizing learning achievements. This study investigates the impact of AI-based credentials on teaching practices and learning outcomes in secondary and tertiary institutions in Abuja, Nigeria, using a mixed-methods approach with a sample of 450 participants (150 educators and 300 students). The findings reveal a 32% increase in student engagement, a 35% improvement in course completion rates, and a 12% rise in assessment performance in AI-supported learning environments. Educators reported enhanced use of data-driven teaching strategies and improved feedback mechanisms. However, challenges related to infrastructure, digital literacy, educator preparedness, and credential recognition were identified. The study concludes that AI-based credentials can significantly improve teaching effectiveness and student learning outcomes when supported by adequate institutional policies, training, and technological infrastructure.