Artificial Intelligence Skill Development as a Predictor of Job Readiness among Business Education Undergraduates in Tertiary Institutions in Anambra State, Nigeria

Abstract

Purpose. This the study explored the development of AI competencies and job preparedness in 106 business-education undergraduates in the state of Anambra. Methodology/approach – The information was collected electronically with the help of Google Forms, using a four-point Likert scale questionnaire that included demographic variables, AI skill dimension, and job-readiness competencies. The responses were summarised using descriptive statistical analysis such as frequencies, percentages, means, and standard deviations. The methodological strategy allowed collecting data effectively and reliably, as well as defining the theoretical strengths of students in the field of AI knowledge and identifying the areas that needed to be developed to inform curriculum and skill-development interventions.

Findings – The general job-readiness with significant time management and communication competencies, but low teamwork skills. Regression analysis revealed a strong predictive effect of AI competencies on job -readiness, and the model was found to be stable and reliable. These results support the claim that improvement of AI skills may significantly boost graduate readiness to the labour market. The paper thus highlights the need to incorporate practical AI education in curricula to enhance employability.