INFLUENCE OF ARTIFICIAL INTELLIGENCE- DRIVEN EDUCATIONAL TOOLS ON INCLUSIVE PEDAGOGICAL PRACTICES AND LEARNING OUTCOMES AMONG DIVERSE LEARNERS IN LAGOS STATE TECHNICAL COLLEGES, NIGERIA

The integration of AI into education has emerged as a transformative innovation capable of addressing long-standing challenges in inclusive education, particularly in contexts characterized by learner diversity and resource constraints. This study examines the effect of Artificial Intelligence (AI) tool integration on inclusive pedagogical practices and learning outcomes among diverse learners in technical colleges in Lagos State, Nigeria.The population of the study comprised all students in selected technical colleges in Lagos State Technical Colleges. A sample size of 320 participants(technical college students) was selected using multistage sampling technique method to ensure statistical power and generalizability. Data were collected using researcher-developed Structured Questionnaire titled: Artificial Intelligence Driven Educational Tools, Inclusive Pedagogical Practices and Learning Outcomes Questionnaire (AIDET-IPPLOQ), AI-Integrated Instructional Module (Treatment Tool), and Achievement Test. The validity of the instruments was established through multiple approaches: Content Validity; Construct Validity and Face Validity. Using Cronbach’s alpha coefficient reliability of 0.70 was established. Data were analyzed using descriptive statistics and inferential analysis to test hypotheses at a 0.05 level of significance. The findings indicate that AI integration significantly improves inclusive pedagogical practices by enabling differentiated instruction, increasing learner engagement, and enhancing teacher responsiveness.