Predictors of Artificial Intelligence Supported Inclusive Teaching Preparedness among Bachelor of Education Lecturers in Selected Ugandan Universities

Abstract This study examined the predictors of Artificial intelligence (AI) supported inclusive teaching preparedness among lecturers teaching Bachelor of Education (B.Ed.) programmes in selected Ugandan universities. Specifically, it investigated the influence of institutional support, curriculum integration, continuous professional development, and self-efficacy on lecturers' readiness to integrate artificial intelligence into inclusive teaching. A cross-sectional survey design was employed involving 210 lecturers from selected public and private universities in Uganda. Data were collected using a structured questionnaire and analysed using descriptive statistics, Pearson's correlation, and multiple linear regression. The findings revealed a relatively low level of preparedness for AI-supported inclusive teaching (M = 2.47, SD = 0.75). Institutional support (r = .624, p < .001), curriculum integration (r = .587, p < .001), continuous professional development (r = .641, p < .001), and self-efficacy (r = .723, p < .001) were all positively associated with preparedness. Collectively, these variables explained 62.2% of the variance in preparedness (R² = .622, Adjusted R² = .615, F (4,205) = 64.18, p < .001), with self-efficacy emerging as the strongest predictor (β = .381, p < .001), followed by institutional support (β = .269, p < .001), continuous professional development (β = .214, p = .002), and curriculum integration (β = .163, p = .010). These findings highlight the importance of strengthening institutional support, embedding AI and inclusive pedagogy within teacher education curricula, expanding AI-focused professional development, and enhancing lecturers' confidence in applying AI technologies. The study contributes empirical evidence from the Ugandan higher education context and provides practical insights for universities and policymakers seeking to promote responsible, inclusive, and sustainable AI integration in teacher education.