Pre-service science educators’ perception of pedagogical skills acquisition and the use of open technology for inclusive classroom interaction

Abstract

Inclusive education, a key component of SDG 4, emphasizes enabling students with Special Education Needs (SENs) to learn alongside their non-disabled peers in the same environment. However, the implementation of this policy in Nigeria is hindered by deficiencies in educator training programs. This paper examines how pre-service science educa tors can acquire pedagogical skills through open technology for effective inclusive classroom interactions.The study adopted a descriptive survey research design. Five research questions were raised and answered, while two hypotheses were tested at 0.05 level of significance. The population comprised all science education students in public and private higher institutions in Ilorin. A total of 300 respondents were randomly selected 50 each from one federal university, one state university, one private university, one federal college of education, one state college of education, and one private college of education. Data were collected using a 32-item, researcher-designed questionnaire on a 4-point Likert scale titled Pre-service Educators’ Acquisition of Pedagogical Skills with the Use of Open Technology for Inclusive Class room Questionnaire (PEAPSOTICQ).Findings revealed that inclusive education in Nigeria is constrained by limited knowledge among educators, largely due to inadequate training in teaching schools. The study further established that open technology can help pre-service educators acquire the pedagogical skills necessary for successful implementation. It is therefore recommended that educator training programs be strengthened and that teachers be enlightened on integrating open technology to enhance inclusive education practices in Nigeria