This study examines the transformative potential of Artificial Intelligence (AI) in university teaching pedagogy as a practical strategy for managing lecturers’ stress in Nigerian higher institutions, both presently and in the future. Increasing teaching loads, research pressures, large class sizes, administrative responsibilities, limited resources, and publication demands have intensified academic stress, with adverse effects on teaching quality, productivity, and lecturers’ wellbeing. AI technologies. such as intelligent tutoring systems, automated assessment and grading tools, learning analytics, virtual teaching assistants, and adaptive learning environments, can significantly reduce routine workload, enhance instructional effectiveness, and support personalised student learning, thereby enabling lecturers to focus on creative teaching, mentoring, and research. Adopting a conceptual approach, the study synthesises existing literature on AI in higher education, particularly within emerging economies, while highlighting implementation challenges and ethical concerns, including inadequate digital infrastructure, limited training opportunities, data privacy issues, and resistance to technological change. The study concludes that strategic integration of AI can improve teaching effectiveness and provide sustainable stress relief for lecturers. It recommends supportive institutional policies, capacity building, and continuous professional development to maximise AI’s benefits in Nigerian universities.

Presenters

• Mubashiru Mohammed mubashiru.mohammed@lasu.edu.ng, Lagos State University
• Taofeek Shittu taofeek.shittu@lasu.edu.ng, Lagos State University