Generative Artificial Intelligence in Biology Education: Examining Secondary School Teachers' Awareness, Perception, and Utilization through the Technology Acceptance Model in Kaduna State, Nigeria

Generative Artificial Intelligence (GenAI) is increasingly recognized for its potential to improve lesson planning and delivery; however, its integration into secondary school Biology teaching remains underexplored in Nigeria. Guided by the Technology Acceptance Model (TAM), this study investigated Biology teachers' awareness, perception, and utilization of GenAI tools in lesson planning and instructional delivery in Kaduna State and examined the relationships among these variables. A descriptive survey design was employed involving a population of 287 Biology teachers, from which 169 were selected using a multistage sampling procedure. Data were collected using a 30-item researcher adapted questionnaire that was face and content validated by experts and yielded a Cronbach's alpha reliability coefficient of .897. Descriptive statistics and Pearson Product Moment Correlation were used for data analysis at the .05 significance level. The findings revealed low awareness (M = 2.20) and utilization (M = 1.83,), but a positive perception (M = 3.06). Significant positive relationships were found among the variables. These findings extend TAM by demonstrating that positive perceptions alone do not guarantee classroom utilization where awareness and institutional support are inadequate. The study recommends targeted professional development and improved institutional support to promote effective integration of GenAI into Biology teaching