Leveraging Adaptive Technologies to Enhance Inclusive Skilled Society Among Teachers in Secondary Schools in Obio/Akpor Local Government Area, Rivers State

Abstract

The pursuit of an inclusive skilled society is a cornerstone of modern educational objectives, particularly in secondary education which serves as a critical foundation for future workspace development. This study investigated the leverage of adaptive technologies to enhance inclusivity and skill acquisition on secondary schools in Obio/Akpor Local Government Area Rivers State, Nigeria. A descriptive research survey design was adopted for the study. The population of the study was made up of all the teachers in all the Secondary Schools in Obio/Akpor Local Government Area, which was 2380. A sample of 331 teachers was selected using multi-stage sampling technique (including stratified and stage sampling technique. the sample size was determined using Krejcie and Morgan Formula calculation. The instrument used for data collection was a structured questionnaire titled: Adaptive Technology for Inclusive and Skill Development Questionnaire (ATISDQ). The questionnaire was validated by an expert from Educational Technology and another expert from Educational Measurement and Evaluation. The questionnaire was further subjected to Crombach Alpha statistics which yielded a reliability of 0.81. Data were analyzed using mean and standard deviation to answer the research questions. Teachers demonstrated high foundational digital literacy but low competency in specialized adaptive tools (35% proficiency).