Generative AI vs Future Competencies of Nigerian Public University Students: A Qualitative Approach

Twenty-first-century competence extends beyond knowledge acquisition to the ethical and contextual application of knowledge for personal and societal growth. The rise of Generative Artificial Intelligence (GenAI) in education is reshaping core competencies, such as critical thinking, creativity, and collaboration. While GenAI enables access to vast information, creative support, and collaborative platforms, concerns remain about its effects on independent reasoning, originality, and interpersonal skills. This study investigated the extent of GenAI adoption among Nigerian undergraduate students, the challenges encountered, and its effectiveness in developing future competencies. A qualitative research design was employed, using focus group discussions and in-depth semi-structured interviews. The participants comprised 12 computer science undergraduates drawn from six Nigerian universities through a multistage sampling approach combining systematic and purposive techniques. Findings revealed that students learned about GenAI primarily through social media, academic contexts, and peer networks. Tools such as ChatGPT, Gemini, Microsoft Copilot, and Grammarly are widely adopted for research, writing, and problem-solving due to their accessibility and relevance. However, usage patterns vary: while some integrate GenAI regularly, others exercise caution to avoid over-reliance. Reported challenges include concerns over the accuracy of AI outputs, plagiarism risks, and limited access linked to internet connectivity and financial barriers. Overall, students acknowledge GenAI’s role in enhancing creativity and critical thinking, yet caution that uncritical dependence may erode deep learning and foundational skills. The study concluded that structured integration of GenAI, supported by AI-focused curricula and institutional policies, is vital to promote responsible use and ensure graduates acquire balanced cognitive and interpersonal competencies.