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ABSTRACT
The purpose of this research was to ascertain how much the University of Benin students were exposed to and receptive to artificial intelligence for contemporary learning. A survey approach was used to meticulously gather information from 402 University of Benin undergraduate students. With advantages including quick grading, improved engagement, and tailored learning. However, worries about technological difficulties, bias in AI choices, and job replacement continue. The study's conclusions emphasise how important it is for educators to solve these issues and guarantee the transparent and compatible integration of AI in the classroom. Since technology developments have transformed almost every facet of human endeavours, the research became imperative. According to the study's findings, undergraduate students at the University of Benin are comparatively aware of and considerate of artificial intelligence. As a result, this study advances our knowledge of how students see artificial intelligence in contemporary education and helps develop methods for its successful integration into the classroom.
