AN EVALUATION OF TEACHER CAPACITY FOR AI-DRIVEN INCLUSIVE EDUCATION IN PLATEAU STATE SECONDARY SCHOOLS
Keywords:
Artificial Intelligence Usage, Inclusive Education, Readiness, Secondary School TeachersAbstract
Artificial intelligence us fast becoming a crucial technological tool that is used today in almost areas of human endeavours, including education. This study therefore investigated secondary school teachers' capacity for Artificial Intelligence (AI) engagement in inclusive education in Plateau State, Nigeria. Utilizing a descriptive methodology, a sample of 392 teachers was obtained from a population of 18,732 through stratified random sampling. Data was collected via the Teachers’ Readiness for AI Tools Questionnaire and Teachers' Technology Self-Efficacy. Independent t-test and analysis of variance were used to analyze the data. Findings suggest a significant difference in teachers’ readiness for usage of AI tools based on educational levels (p=.000), with PhD holders demonstrating higher awareness (mean = 35.02) than NCE holders (mean = 24.56). Similarly, teachers with 16+ years of experience exhibited considerably stronger AI readiness (p=.030) than those with 1-5 years. Furthermore, a significant difference in teachers’ readiness for usage of AI tools was detected across technology self-efficacy levels (F(2,391)=146.168,p=.000), with high self-efficacy associating with the highest readiness. The report proposes increasing advanced education, targeted professional development, and enhancing technology self-efficacy among teachers to improve their readiness for AI integration in inclusive education.References
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