SOCIAL MEDIA ADDICTION, AI-DRIVEN CONTENTS AND STUDENTS’ SUSCEPTIBILITY TO EXAMINATION MALPRACTICE IN SELECT SOUTH-SOUTH NIGERIAN POLYTECHNICS

ABSTRACT: This study investigated the intersection between social media addiction, the use of AI-Driven contents and students’ susceptibility to examination malpractice in selected South-South Nigerian Polytechnics. It specifically examined the extent of students’ engagement with social media and AI tools, the factors driving such usage, and how these behaviors influence academic performance and integrity. A survey design was adopted, involving 400 students drawn from six state polytechnics across Akwa Ibom, Bayelsa, Cross River, Delta, Edo and Rivers States using stratified random sampling. Data was collected using a structured questionnaire and analysed using descriptive statistics. Findings show that although most students frequently use  social media, they do not self-identify as addicted, while dependence on AI-driven tools for academic tasks is increasing. Academic pressure and easy access were identified as major drivers of AI use. Results further show that AI tools facilitate examination malpractice more than social media platforms. While only a minority admitted to using AI for examination malpractice, a majority believed AI could promote such behaviour. These findings highlight the dual role of digital technologies as learning enhancers and threats to academic integrity. The study recommends, amongst others, that institutions should develop and enforce clear ethical guidelines for the use of social media and AI tools within academic environments.