Awareness and Engagement with Artificial Intelligence Technologies as Predictors of Undergraduate Readiness in Building and Woodwork Technology for Construction Practice in Benue State

Abstract

This study investigates the levels of awareness and engagement with Artificial Intelligence (AI) technologies among undergraduate students in building and woodwork technology programmes in Nigeria, and examines their preparedness for professional practice in the construction industry. Employing a quantitative research design, data were collected from 167 students across universities, polytechnics, and colleges of education using a validated 20-item questionnaire (Cronbach's α = 0.78). Descriptive statistics revealed moderate levels of AI awareness (Mₜ = 1.97, SDₜ = 0.77) and engagement (Mₜ = 2.28, SDₜ = 0.79), with polytechnic students demonstrating the highest awareness and university students reporting the greatest engagement. However, students exhibited limited readiness (Mₜ = 2.16, SDₜ = 0.85) to apply AI technologies in real-world construction scenarios. Regression and correlation analyses (α = 0.05) indicated a statistically significant positive relationship between AI awareness, engagement, and industry readiness, though the explained variance was modest. The findings underscore critical gaps in current curricular integration of AI applications, such as machine learning and automated systems, within construction-related disciplines. Based on these results, the study recommends targeted interventions, including enhanced AI-focused coursework, practical training initiatives, and faculty development programmes, to bridge the disparity between academic training and industry requirements.