Artificial Intelligence and Teacher Wellbeing in Nigeria: A Thematic Analysis through the Lens of the Job Demands–Resources Model

Abstract

Artificial intelligence (AI) is increasingly shaping educational practices in Nigeria, with potential implications for teachers’ emotional, cognitive, and professional wellbeing. Drawing on the Job Demands–Resources (JD–R) model, this review synthesises evidence from fourteen Nigeria-focused studies published between 2020 and 2025 to examine how AI is discussed as both a source of support and a source of strain for teachers. Using thematic analysis, the review identifies patterns across empirical and conceptual studies addressing AI-enabled changes in workload, skills development, ethical concerns, and institutional conditions. The synthesis suggests that AI is frequently associated with perceived benefits such as reduced administrative burden, enhanced instructional feedback, and opportunities for professional innovation. At the same time, the literature highlights challenges linked to uneven AI literacy, limited training provision, infrastructural constraints, and uncertainties surrounding data privacy, accountability, and professional autonomy. These factors are commonly interpreted as increasing job demands, particularly in under-resourced educational settings. Across the reviewed studies, teacher wellbeing appears to be shaped less by the presence of AI itself than by the balance between AI-related demands and the availability of supportive resources, including training, leadership support, and ethical governance frameworks. However, the reviewed evidence varies in methodological approach, scope, and reported outcomes, which limits the extent to which firm conclusions can be drawn regarding causal relationships. Overall, this review indicates that AI has the potential to both support and challenge teacher wellbeing in Nigeria, while underscoring the importance of context-sensitive implementation and the need for more robust, longitudinal research.