Knowledge and use of AI in education by teachers of students with intellectual disabilities in intellectual education programmes

Abstract

The research aimed to study the knowledge and use of applications in education by teachers of students with intellectual disabilities (ID). The study sample consisted of 179 male and female teachers in the primary grades in Al-Ahsa in the Kingdom of Saudi Arabia. The study used the descriptive analytical approach, which was represented in designing the study tool (questionnaire). The results of the study showed an average degree of knowledge of teachers about the uses of in education and an average degree of their use of applications in education with their students with ID. The results also showed statistically significant differences between male and female teachers in the total score of the questionnaire on the uses of applications in education and its sub-dimensions in favor of teachers. The results also showed no statistically significant differences between teachers in the total score of the questionnaire and the knowledge and use dimension according to the variable of the number of years of experience. The results highlight the need to focus pre- and in-service teacher programmes on the uses of AI in education and the need for education departments and schools to provide appropriate applications in the education of students with ID.