The Use of AI Tools by Persons with Determination in Higher Education: A Case Study of Media Students at the University of Sharjah

Inclusive education allows for equitable, accessible learning for all students, including students with determination. This study analyses how AI tools support “students with determination” in digital media design and radio/television programs at the University of Sharjah. We used two 75-min focus group discussions (n = 12) to investigate students’ uses, perceived advantages, and challenges when using AI tools. Participants mentioned they had used ChatGPT for ideation and script writing, Canva and Runway ML for rapid visual prototyping, and Otter.ai for transcription of lectures. Participants believed that using these applications sped up task completion by 40%, enhanced creativity, and boosted academic independence. However, participants reported a steep learning curve, occasional technical glitches, and premium-feature costs were considered barriers. Students were curious and expressed a desire to pursue structured training on AI tools, institutional licensing of tools, and expanding options of personalization (e.g., Adaptivity recommendations) for each of the tools. The findings illustrate how AI tools can change approaches to accessibility in learning and instructional design while providing personalized scaffolding. However, we must intentionally strike a balance between implementing AI in the classroom and ensuring students acquire foundational skills for their development. This research study offers timely information for educators and policymakers who aim to develop inclusive post-secondary learning environments through the implementation of AI.