Teachers’ Preparedness for Inclusive Education at Secondary School Level of Education in Nigeria: Policy Compliance in the Era of the Fifth Industrial Revolution

Abstract

The Fifth Industrial Revolution (5IR) presents significant opportunities for inclusive education by integrating emerging technologies such as artificial intelligence (AI), adaptive learning tools, and assistive technologies into teaching and learning processes. Unlike the Fourth Industrial Revolution (4IR), which emphasised digital transformation and automation, 5IR focuses on human-centered innovation, fostering collaboration between technology and educators to enhance learning outcomes. The reality of what the Nigerian government has achieved in the 4IR has brought to the forefront the debate on the nation’s preparedness for the 5IR, particularly in the education sector. While policies advocating for inclusive education exist, their implementation remains a challenge due to gaps in teacher training, digital literacy, and the availability of necessary resources. This study examines the preparedness of teachers in Nigerian secondary schools to implement inclusive education policies and comply with regulatory frameworks in the context of 5IR. Key challenges identified include inadequate professional development programs, limited access to assistive technologies, insufficient funding, and weak policy enforcement mechanisms. Many teachers lack the technical skills required to integrate digital tools effectively into inclusive education practices. To address these challenges, this paper recommends targeted investment in continuous professional development, integration of assistive technologies into teacher education curricula, provision of adequate teaching resources, and strengthening policy implementation. These measures are essential to ensuring that inclusive education policies are effectively translated into meaningful learning experiences for all students, thereby fostering educational equity and innovation in the 5IR era