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ORIGINAL RESEARCH article

Front. Educ.
Sec. Special Educational Needs
Volume 10 - 2025 | doi: 10.3389/feduc.2025.1519472

Response to Reviewer 4 Comments: We (Authors) are sincerely grateful to you for your high-quality feedback on our initial submission (Manuscript entitled UNDERSTANDING PRE-SERVICE TEACHERS' INTENTION TO ADOPT AND USE ARTIFICIAL INTELLIGENCE IN NIGERIAN INCLUSIVE

Provisionally accepted
Adigun Timothy Olufemi Adigun Timothy Olufemi 1,2*Faisat Adeniran Tijani Faisat Adeniran Tijani 3Cynthy K Haihambo Cynthy K Haihambo 4Simasiku Limbo Enock Simasiku Limbo Enock 4
  • 1 University of Zululand, KwaDlangezwa, South Africa
  • 2 University of South Africa, Pretoria, South Africa
  • 3 The Oakwood Montessori School, Lagos, Lagos, Nigeria
  • 4 University of Namibia, Windhoek, Namibia

The final, formatted version of the article will be published soon.

    CLASSROOMS). We have carefully considered each point you raised, and many thanks for your feedback has enabled us to improve our work. In the attached revision, we have done our best to address each of your concerns. We believe that the manuscript has been significantly improved as a result of your feedback, and we hope that you will agree. However, we will of course welcome and be happy to respond to any further comments or suggestions that you may have.We are looking forward to hearing your comments on this revised manuscript. Please accept our gratitude.Kindly note that response to concerns raised by Reviewer 4 comments are indicated in BLUE within the manuscript.The absence of the instrument used for data collection is a significant flaw in the abstract, as it creates uncertainty about the methodology, raises questions about validity, and limits reproducibility. Including a brief mention of the instrument, such as a validated questionnaire, would enhance clarity, reliability, and the overall quality of the abstract.We have included the word 'validated question in the abstract. See line three of the abstract.Phrases like "positive and direct significant contribution" are vague. Quantitative specifics (e.g., percentages, statistical values) would strengthen the findings.' Dear Reviewer 4, kindly permit us to stay with the positive and direct significant contribution" because the full information about the values are in the result section.Curiosity would make the reader be conscious of the value which are available in the body of the manuscript. More so, Reviewers 2 and 3 have accepted the abstract in the current form.While the use of descriptive and inferential statistics is mentioned, the specific methods (e.g., type of analysis, statistical tests) are not detailed.Your concerns are noted, and we have included the type of analysis used. Thank you.To improve the problem statement, clearly identify the core issue of limited understanding of pre-service teachers' intentions to adopt AI in inclusive education in Nigeria.

    Keywords: Inclusive education, pre-service teachers, Unified Theory of Acceptance and Use of Technology, Technological self-efficacy, artificial intelligence, teaching in inclusive classrooms

    Received: 29 Oct 2024; Accepted: 06 Jan 2025.

    Copyright: © 2025 Olufemi, Tijani, Haihambo and Enock. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

    * Correspondence: Adigun Timothy Olufemi, University of Zululand, KwaDlangezwa, South Africa

    Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.