WORK AND INCLUSIVE EDUCATION IN THE AGE OF AI AND DIGITAL TRANSFORMATION IN SECONDARY SCHOOLS IN AWKA CAPITAL CITY

Abstract

This study aimed at examining the work and inclusive education in the age of AI and digital transformation in secondary schools in Awka Capital City, of Anambra State. Descriptive research design was adopted in the study. The population of the study consisted of 189 teachers. The total sample was 40 teachers randomly selected from five public secondary schools in Awka Capital City. Questionnaire was used for data collection, Descriptive statistics of mean and standard deviation was employed to analyze the data. The findings of the study showed that teachers have very low level of using AI to implement inclusive education. The study concluded that in order to fully harness AI potentials and effectively achieve inclusive education for all required teachers, professional development training in the area of AI operations and application is needed since it was discovered that teachers in Nigeria and Anambra state; Awka capital city precisely have very low level knowledge and skills to use AI to personalize learning, offer adaptive instruction and measuring the extent of students' progress on the lessons. The study recommended that staff development training should be organized for teachers to acquire knowledge and skills on AI operation and application in education. Development and implementation of national AI education policy should include a plan for developing AI-related curriculum for schools and institutions with a specific focus on special needs education. It should also consider incorporating AI in teacher training institutions.