Understanding pre-service teachers' intention to adopt and use artificial intelligence in Nigerian inclusive classrooms
| dc.contributor.author | Adigun, Olufemi Timothy | |
| dc.contributor.author | Tijani, Faisat Adeniran | |
| dc.contributor.author | Haihambo, Cynthy K. | |
| dc.contributor.author | Limbo, Simasiku Enock | |
| dc.date.accessioned | 2025-05-09T09:24:01Z | |
| dc.date.available | 2025-05-09T09:24:01Z | |
| dc.date.issued | 2025 | |
| dc.description | This study points to the exigency of a need to strengthen institutional policies and teacher preparation curricula in a manner that would advance the infusion of the use of artificial intelligence for teaching of learners with special needs. | |
| dc.description.abstract | This study applies the Unified Theory of Acceptance and Use of Technology (UTAUT) to provide an understanding of the behavioral intentions of pre-service teachers in the adoption and utilization of artificial intelligence (AI) tools for educational engagement in the inclusive classroom | |
| dc.identifier.uri | https://www.frontiersin.org/journals/education/articles/10.3389/feduc.2025.1519472/full | |
| dc.identifier.uri | http://hdl.handle.net/11070/3989 | |
| dc.language.iso | en | |
| dc.publisher | Frontiers | |
| dc.subject | Inclusive education | |
| dc.subject | Pre-service teachers | |
| dc.subject | Unified theory of acceptance and use of technology | |
| dc.subject | Technological self-e cacy | |
| dc.subject | Artificial intelligence | |
| dc.subject | Teaching in inclusive classrooms | |
| dc.subject | Namibia | |
| dc.subject | University of Namibia | |
| dc.title | Understanding pre-service teachers' intention to adopt and use artificial intelligence in Nigerian inclusive classrooms | |
| dc.type | Article |