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<p>The study aimed to investigate the actual utilization of educational applications of artificial intelligence by special education instructors in the Kingdom of Saudi Arabia, as well as the prevailing inclination towards this technology from the teachers' perspective. The study employed a descriptive and analytical methodology to accomplish its objectives. The study sample consisted of 270 teachers, randomly selected from the study population. An e-questionnaire was developed as a tool for collecting data, consisting of 40 items&#xa0;categorized into four sections. The findings indicated that special education teachers strongly agreed on the significance of utilizing educational apps for artificial intelligence (AI). Similarly, they agreed on the obstacles and the inclination toward using such apps. However, their level of knowledge and skill associated with the use of educational applications for AI was rated as neutral.</p>

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The reality of implementing artificial intelligence apps in the special needs classroom, a teacher's perspective

  • 期刊论文

  • 发表日期：

    2025年7月19日

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  • Alia M. Alhaif,
  • Asma I. Aleidi,
  • Doaa A. Ali,
  • Mostafa Ahmed Besheir,
  • Hanan M. Diab,
  • Usama M. Ibrahem

摘要

The study aimed to investigate the actual utilization of educational applications of artificial intelligence by special education instructors in the Kingdom of Saudi Arabia, as well as the prevailing inclination towards this technology from the teachers' perspective. The study employed a descriptive and analytical methodology to accomplish its objectives. The study sample consisted of 270 teachers, randomly selected from the study population. An e-questionnaire was developed as a tool for collecting data, consisting of 40 items categorized into four sections. The findings indicated that special education teachers strongly agreed on the significance of utilizing educational apps for artificial intelligence (AI). Similarly, they agreed on the obstacles and the inclination toward using such apps. However, their level of knowledge and skill associated with the use of educational applications for AI was rated as neutral.