Barriers to inclusive education in private schools: A comparative study of Oyo Township (Nigeria) and Abidjan (Côte d’Ivoire) in the context of the fourth industrial revolution

Abstract

This study examined barriers to the implementation of inclusive education in private schools in Oyo Township, Nigeria and Abidjan, Côte d’Ivoire within the broader framework of SDG 4 and the Fourth Industrial Revolution (4IR). Using a survey design, 150 stakeholders (administrators, teachers, and students) were selected through stratified random sampling. Data were collected using a structured 7-itemquestionnaire and analyzed using descriptive statistics. Findings revealed that economic constraints, cultural perceptions, and religious beliefs significantly influence enrollment and inclusion practices. Major institutional barriers identified include inadequate infrastructure (Mean = 2.99), shortage of trained teachers (Mean = 2.96), limited assistive technologies (Mean = 2.93), and curriculum rigidity (Mean = 2.85). The study concludes that financial, socio-cultural, and systemic barriers continue to limit effective inclusion in private schools. It  recommends strengthened policy enforcement, targeted funding mechanisms, and capacity-building initiatives to advance inclusive education in West Africa.