An Overview on the use of Artificial Intelligence in Promoting Inclusive Teacher Education

Abstract

This study examines the role of artificial intelligence (AI) in promoting inclusive teacher education programs in selected secondary schools in Gombe State, Nigeria, with particular reference to schools in the Akko Local Government Area. The study focuses on enhancing teachers' abilities to tackle learner diversity, which encompasses learners with disabilities, language barriers, and diverse learning abilities. Drawing from existing literature and field observations, the study highlights how AI technologies support personalised and adaptive learning, assistive tools for learners with disabilities, multilingual and literacy support, automated assessment and feedback, intelligent tutoring systems, early identification of learning difficulties, and collaborative learning environments. The findings indicate that AI enhances inclusive teacher preparation by improving instructional planning, learner assessment practices and teachers’ capacity to respond effectively to diverse classroom needs. However, the study also reveals major challenges limiting the effective use of AI in teacher education, including inadequate digital infrastructure, limited access to AI-enabled tools, and insufficient training opportunities for teachers. Significant differences in institutional capacity further suggest that unequal access to technology affects the quality of inclusive teacher education across schools. The study therefore concludes that strategic investment in infrastructure, continuous professional development and supportive policy implementation are critical for strengthening the impact of AI in inclusive teacher education in Gombe State.