The Effectiveness of a Training Program Based on Artificial Intelligence Applications in Improving the Professional and Academic Competencies of Special Education Teachers and Its Impact on Their Adaptability | ||
| College of Special Education Journal | ||
| Volume 4, Issue 5, September 2025, Pages 206-305 PDF (1.82 M) | ||
| Document Type: Research papers and studies. | ||
| DOI: 10.21608/csej.2025.421601.1059 | ||
| Authors | ||
| Basma Mohamed Badr* 1; Nada Osama1; Ahmed Ali2 | ||
| 1College of Special Education - Misr University for Science and Technology | ||
| 2Beni-Suef University | ||
| Abstract | ||
| The present study aimed to enhance the professional and academic competencies of special education teachers through a training program based on artificial intelligence applications and to measure its impact on adaptability. The study employed the experimental method, with a sample of 60 teachers (male and female) who graduated from the Faculty of Special Education and worked in special needs centers in Cairo and Giza, aged between 21 and 27 years. The participants were divided into two groups: an experimental group (30) and a control group (30). Research tools included the Professional and Academic Competencies Scale, the Adaptability Scale (developed by the researchers), and the AI-based training program (developed by the researchers). The findings revealed the effectiveness of the program in improving teachers’ professional and academic competencies as well as adaptability. Statistically significant differences were found between the experimental and control groups in the post-test in favor of the experimental group. Furthermore, significant differences appeared between the pre-test and post-test scores of the experimental group in favor of the post-test, while no significant differences were observed between the post-test and follow-up measurements, indicating the sustainability of the of the program’s impact. | ||
| Keywords | ||
| Training program; Artificial intelligence applications; Professional and academic competencies; Special education teachers; Adaptability | ||
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