RETHINKING LEARNER AUTONOMY: THE ROLE OF ARTIFICIAL INTELLIGENCE IN ENHANCING SELF-REGULATED LEARNING IN NIGERIAN HIGHER EDUCATION

OMOYAJOWO, Bamidele Stephen; BAMBI, Babatunde Ishola; FEMI, Adeoye Alabi

doi:10.64348/zije.2025188

Authors

OMOYAJOWO, Bamidele Stephen Author
BAMBI, Babatunde Ishola Author
FEMI, Adeoye Alabi Author

DOI:

https://doi.org/10.64348/zije.2025188

Abstract

The integration of Artificial Intelligence (AI) in education is transforming global teaching and learning practices; however, its application in enhancing self-regulated learning (SRL) and learner autonomy within Nigerian higher education remains under-theorized. This study adopts a theoretical approach to examine how AI technologies—such as intelligent tutors, chatbots, and learning analytics dashboards—can support the core dimensions of SRL: planning, monitoring, and reflection. Drawing on Zimmerman’s Self-Regulated Learning Theory and Bandura’s Social Cognitive Theory, the paper explores how AI tools promote metacognitive awareness, goal setting, and feedback-driven reflection, thus enabling learners to become more autonomous and strategic in managing their learning. The study also critically examines the contextual challenges hindering effective AI adoption, including infrastructural deficits, limited educator readiness, and ethical concerns around transparency and data privacy. A conceptual framework is proposed to illustrate the pathways through which AI tools can enhance learner agency, moderated by socio-technical and institutional factors. The paper concludes with recommendations for curriculum innovation, policy reform, and professional development to support ethical, inclusive, and learner-centered AI integration in Nigerian higher education.

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