This study investigates the perceived challenges posed by Artificial Intelligence (AI) on student retention and critical thinking among vocational education students in tertiary institutions in Akwa Ibom State, Nigeria. The increasing integration of AI tools in educational settings, particularly in vocational programs, presents both opportunities and challenges. While AI applications such as automated assessments and personalized learning systems offer enhanced efficiency, they may reduce essential interpersonal interactions and collaborative learning experiences. This could negatively impact student retention and critical thinking development, which are crucial in vocational education. The study adopted a descriptive survey research design, with data collected using a structured questionnaire. The questionnaire was divided into sections addressing student retention and critical thinking, with items rated on a 5-point Likert scale. A sample of 206 students, drawn from the University of Uyo and Akwa Ibom State University, participated in the study. Stratified random sampling was employed to ensure adequate representation of students from different year levels. For data analysis, descriptive statistics such as mean and standard deviation were used to summarize the responses. Additionally, inferential statistics, including the independent samples t-test, were employed to examine gender differences in perceptions of AI’s impact on retention and critical thinking. The results revealed significant perceived threats of AI to both retention and critical thinking, with male students reporting higher mean scores than females. The study concludes that while AI integration in vocational education has potential benefits, it poses challenges that must be addressed. Recommendations include establishing guidelines for AI use in classrooms and promoting activities that foster critical thinking and independent learning.

Artificial Intelligence (AI), vocational programs, efficiency

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