Co-Creating Culturally Grounded AI-Supported Instructional Kits for Basic Technology Education: Effects on Teacher Self-Efficacy and Classroom Transfer in Junior Secondary Schools

Abstract

This study investigated the effects of co-creating culturally grounded AI-supported instructional kits on teacher self-efficacy and classroom transfer in Basic Technology Education among pre-service and in-service teachers in junior secondary schools. The study was motivated by persistent instructional challenges in Basic Technology, particularly inadequate practical resources, low teacher confidence, and limited contextualized teaching approaches in electrical systems education. A descriptive survey design was adopted, involving 100 respondents comprising 50 pre-service and 50 in-service Basic Technology teachers from Southwest Nigeria. Data were collected using a validated structured questionnaire with a reliability coefficient of 0.84 established through Cronbach’s Alpha. Mean, standard deviation, and independent t-test were used for data analysis at 0.05 level of significance. Findings revealed that co-creating culturally grounded AI-supported instructional kits significantly enhanced teachers’ self-efficacy and classroom transfer, with in-service teachers demonstrating stronger outcomes than pre-service teachers. The study further established statistically significant differences between both groups in self-efficacy and classroom transfer. The findings suggest that collaborative instructional innovation integrating AI and cultural contextualization can strengthen practical Basic Technology delivery, improve teacher preparedness, and promote sustainable pedagogical transformation in junior secondary schools. The study recommends integrating co-creation frameworks into teacher education, expanding AI literacy, and institutionalizing culturally grounded instructional development in Basic Technology curricula.