The Impact of a Training Program Based on Artificial Intelligence Applications on The Development of Self-Teaching Efficiency among Special Education Teachers

Abstract

The study aimed to identify the impact of a training program based on artificial intelligence applications and to measure its impact on developing the self-efficacy of special education teachers. The study followed a quasi-experimental approach based on two groups: an experimental group and a control group, with pre-and post-tests. The instruments of the study included a self-efficacy scale for teaching. The sample consisted of 31 special education teachers, with 16 teachers in the experimental group and 15 teachers in the control group. The results indicated a significant positive effect of using the training program based on artificial intelligence applications in developing the dimensions of teaching self-efficacy (planning for digital teaching, implementing digital teaching, and evaluating digital teaching) among special education teachers. The results also showed a very strong positive correlation between the dimensions of teaching self-efficacy, while they demonstrated no statistically significant differences between the averages of the teachers' responses in the self-efficacy scale attributable to the variables of years of experience and academic degree. In light of these results, the study provided several recommendations and related proposals