Computer Competencies Needed for Implementing Artificial Intelligence in Special Education Schools from the Perspective of Pre-Service Teachers

Abstract

The purpose of this study is to investigate, through the use of both quantitative and qualitative methods, the computer capabilities that pre-service teachers believe are necessary for integrating Artificial Intelligence (AI) in Special Education Schools (SES). They reviewed earlier research on schooling and created a three-dimensional survey to determine what computing skills are required for implementing AI. Additionally, a range of Al-Qasemi Academy students from the first to the fourth year of study participated in semi-structured interviews with the researchers. These interviews are intended to gather information related to the research questions. After testing, the reliability of the questionnaire produced a reliability score of (0.963). Within the Green Line, it consists of 580 male and female students from Al-Qasemi Academy. A sample of 150 kids was selected by researchers, with 10 female students participating in the interviews. The results of this study show a moderate level of computer competency availability required for utilizing artificial intelligence. It is suggested that training pre-service teachers in the essential AI application skills is necessary for practical implementation.