The Reality and Challenges of Employing Educational Artificial Intelligence (AI) Applications in Training Students with Visual Impairments from The Perspective of Special Education Teachers.

Abstract

This study aimed to explore the reality and challenges of employing educational artificial intelligence (AI) applications in training students with visual impairments from the perspective of special education teachers. The sample consisted of 113 teachers selected through simple random sampling from the Al-Noor Institute and the schools have programs for visual impairments in the Qassim region. The researcher-developed questionnaire assessed the reality and challenges of using AI applications in training visually impaired students, focusing on four main dimensions: technological, educational, psychological and social, and administrative and organizational. The questionnaire also included demographic variables such as gender, educational level, and years of experience working with visually impaired students. The results indicated that the current use of AI applications in training visually impaired students was moderate, highlighting the need to enhance technological and administrative support and provide teacher training. Additionally, the study emphasized the importance of strengthening educational and psychological aspects to maximize the benefits of these applications. The challenges faced were ranked as follows: financial and technical challenges, weak infrastructure and technical support, and insufficient specialized teacher training, all of which were rated as significant. This underscores the necessity of intensifying efforts to develop technical infrastructure and provide adequate support to ensure the effective use of AI applications in training visually impaired students. The study also found no statistically significant differences in the reality and challenges of employing AI applications based on gender, years of experience, or educational qualifications.