Intelligent Tutoring Systems and Inclusive Higher Education: Implications for Students With Disabilities

Abdulahi Ahmed

doi:10.63081/uejtl.v3i2.215

Authors

Abdulahi Ahmed Al-Hikmah University Ilorin, Ilorin https://orcid.org/0009-0009-9710-5581

Intelligent Tutoring Systems, Inclusive Education, Disabilities Students, Higher Education, Accessibility, Interactivity, Artificial Intelligence in Education

Abstract

The pursuit of inclusive higher education has intensified the need for instructional approaches that effectively address learner diversity, particularly for students with disabilities. Intelligent Tutoring Systems (ITS), as applications of artificial intelligence in education, offer adaptive, personalized, and interactive learning support that can enhance accessibility and equity. This study adopts a conceptual research design supported by illustrative empirical evidence drawn from a doctoral study on awareness, readiness, accessibility, and interactivity of ITS adoption among pre-service teachers in Nigerian Colleges of Education. Grounded in cognitive theory, adaptive learning theory, and mastery learning theory, the paper synthesizes relevant literature to examine how ITS can support inclusive higher education. Empirical insights reveal low levels of awareness and readiness, alongside significant accessibility challenges within the Nigerian context. The paper further explores the implications of ITS across different disability categories and critically examines its limitations, particularly in addressing socio-emotional learning needs. It concludes that while ITS holds significant potential, its effectiveness depends on institutional readiness, accessible design, and integration with human support systems.

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