This study investigates the efficacy of Artificial Intelligence (AI)-driven professional development in enhancing teacher competencies and student outcomes in Nigerian secondary and tertiary institutions. A mixed-methods approach was employed, involving a survey of 500 teachers and 20 in-depth interviews. The results show that AI-driven professional development significantly improves teacher competencies, including pedagogical skills, subject matter expertise, and technological literacy. Additionally, the study reveals that AI-driven professional development has a positive impact on student outcomes, including academic achievement, motivation, and engagement. The study found that AI-driven professional development provides teachers with personalized learning experiences, real-time feedback, and opportunities for collaboration and reflection. This enables teachers to develop their pedagogical skills, subject matter expertise, and technological literacy, ultimately leading to improved student outcomes. Furthermore, the study reveals that AI-driven professional development enhances teacher motivation and job satisfaction, leading to improved teacher retention and reduced teacher turnover. The study highlights the potential of AI-driven professional development to address the challenges facing the Nigerian educational system, including inadequate teacher training, limited resources, and poor infrastructure. By providing teachers with access to high-quality professional development opportunities, AI-driven professional development can help improve teacher quality and student learning outcomes, ultimately leading to a more educated and skilled workforce. The study recommends the adoption of AI-driven professional development in Nigerian educational institutions, highlighting its potential to improve teacher quality and student learning outcomes. Policymakers, educational administrators, and teachers must work collaboratively to harness the potential of AI-driven professional development in improving the quality of education in Nigeria. The study's findings have significant implications for educational policy and practice in Nigeria, emphasizing the need for further research in this area.
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