ARTIFICIAL INTELLIGENCE AND INCLUSION: RETHINKING TEACHER EDUCATION

This theoretical article examines how artificial intelligence (AI) can contribute to teacher education in Francophone Africa in support of inclusive education. Drawing on a critical synthesis of academic literature and institutional frameworks, it analyses AI’s potential to support differentiated instruction, the transformation of teachers’ professional roles, and the ethical, linguistic and infrastructural challenges associated with its adoption. It proposes a four-dimensional teacher-education model comprising technological, pedagogical, ethical and contextual dimensions. AI can support the personalization of learning, provided that teachers retain professional responsibility and that inequalities of access, local languages and educational realities are taken into account. The proposed model offers a conceptual framework for critical and context-sensitive integration of AI and requires empirical validation.