The Reality of Employing Artificial Intelligence Applications in Teaching Students with Special Needs from the Perspective of Special Education Teachers in Al-Madinah Al-Munawwarah

Abstract

This study aimed to investigate the reality of employing artificial intelligence (AI) applications in teaching among special education teachers, identify their attitudes toward its use, and determine the main benefits, challenges, and requirements related to its activation. The study also examined whether there were statistically significant differences in teachers’ responses based on the type of disability and the number of training courses attended. The descriptive survey method was adopted, and a questionnaire consisting of five dimensions was administered to a sample of (80) special education teachers. The results revealed that the overall mean score of the instrument was (4.48) with a standard deviation of (0.36), indicating a high level of AI application use and positive teacher attitudes. The dimension “Requirements for Activating AI Use” ranked first with a mean of (4.88), indicating a very high level, while the remaining dimensions (level of use, attitudes, benefits, and challenges) were all rated high, with means ranging from (4.33–4.48). One-way ANOVA results showed statistically significant differences attributed to the number of training courses (F=13.975, p<0.05) and type of disability (F=72.604, p<0.05), indicating that training and the nature of the student population significantly influence the level of AI implementation. The study recommended providing specialized training programs, strengthening technological infrastructure, and developing supportive educational policies to ensure the effective implementation of AI applications in special education.