Background: The integration of AI technologies in academic research writing has significantly transformed scholarly communication and knowledge production. Purpose: This study examined the awareness, usage patterns, and challenges experienced by Library and Information Science (LIS) educators in Nigerian universities concerning the use of Artificial Intelligence (AI) technologies in research writing. Research Design: The study employed a descriptive cross-sectional survey design. Study Sample: A total of 174 LIS educators from Nigerian universities were sampled using stratified random sampling. Data Collection/Analysis: Data were collected using a structured, validated questionnaire and analyzed using descriptive statistics (means, standard deviations) and inferential statistics (multiple regression analysis). Results: Findings revealed high awareness of popular AI tools such as ChatGPT, Meta AI, and Grammarly, with lower awareness of tools like DALL-E and Propensity AI. Multiple regression analysis showed that academic rank was a significant predictor of AI usage frequency, while gender, qualification, and years of experience were not. Conclusion: The study concluded that LIS educators in Nigerian universities are aware of AI technologies but adopt them selectively for non-core writing tasks.
Al-SofiBBMA (2024) Artificial intelligence-powered tools and academic writing: to use or not to use ChatGPT. Saudi Journal of Language Studies4(3): 145–161.
4.
Al-BukhraniMAAlrefaeeYMHTawfikM (2025) Adoption of AI writing tools among academic researchers: A Theory of Reasoned Action approach. PLoS One20(1): e0313837.
5.
AliOMurrayPAMominM, et al. (2024) The effects of artificial intelligence applications in educational settings: challenges and strategies. Technological Forecasting and Social Change199: 123076.
BergenKJJohnsonPAde HoopMV, et al. (2019) Machine learning for data-driven discovery in solid Earth geoscience. Science363(6433): eaau0323.
8.
BernaertsSVan DaeleTCarlsenCK (2024) User involvement in digital mental health: approaches, potential, and the need for guidelines. Frontiers in Digital Health6, 1440660. doi: 10.3389/fdgth.2024.1440660.
9.
BonkCJWileyDA (2020) Preface: reflections on the waves of emerging learning technologies. Educational Technology Research & Development68(4): 1595–1612.
10.
CavalierePDe SouzaDFentonAL, et al. (2020) Academic Misconduct and Plagiarism: Case Studies from Universities Around the World. Rowman & Littlefield.
DemirelET (2024) The use and perceptions towards ai tools for academic writing among university students. Innovations in Language Teaching Journal1(1): 1–20.
13.
Duggleby WenzelSCharestMPritchard-WiartL (2025) Interpretive description as a qualitative research framework in speech-language pathology: a scoping review. International Journal of Speech Language Pathology1–13.
14.
FasolaOS (2024) Awareness, perception and use of artificial intelligence tools by LIS educators in Nigerian higher institutions. Cybrarians Journal72: 1–20.
GustiloLOngELapinidMR (2024) Algorithmically-driven writing and academic integrity: exploring educators' practices, perceptions, and policies in AI era. International Journal for Educational Integrity20(1): 3.
17.
HenriksenDMishraPWooL, et al. (2025) The education doctorate in the context of generative artificial intelligence: epistemic shifts and challenges to practical wisdom. Impacting Education: Journal on Transforming Professional Practice10(1): 73–79.
18.
HossainZÇelikÖHınızG (2024) Exploring EFL students’ AI literacy in academic writing: insights into familiarity, knowledge and ethical perceptions. Journal of Theoretical Educational Science18(1): 157–181.
19.
JosephOUArikpoIMVictorOS, et al. (2024) Artificial Intelligence (AI) in academic research. A multi-group analysis of students’ awareness and perceptions using gender and programme type. Journal of Applied Learning and Teaching7(1): 76–92.
20.
LaherS (2025) Behind the scenes of scholarly success: the critical yet underappreciated role of editing and peer review. South African Journal of Psychology55: 5.
LuanHGeczyPLaiH, et al. (2020) Challenges and future directions of big data and artificial intelligence in education. Frontiers in Psychology11: 580820.
23.
MalikARPratiwiYAndajaniK, et al. (2023) Exploring artificial intelligence in academic essay: higher education student’s perspective. International Journal of Educational Research Open5: 100296.
24.
OsuchukwuNPWagwuV (2020) The library and information science educator: nurturing for strategic learning experiences. Folia Toruniensia20: 165–180.
25.
OwanVJAsuquoME (2022) “Publish or perish,” “publish and perish”: the Nigerian experience. In: UndieJABabalolaJBBelloBA, et al. (eds) Management of Higher Education Systems. University of Calabar Press, pp. 986–994.
26.
RabbiantyENAzizahSVirdynaNK (2023) AI in academic writing: assessing current usage and future implications. INSANIA: Jurnal Pemikiran Alternatif Kependidikan28(1): 14–35.
27.
YounCHSalamARRahmanAA (2025) AI-Driven tools in providing feedback on students writing. International Journal of Research and Innovation in Social Science9(3): 58–67.
