Employing Artificial Intelligence Applications to Support Inclusive Learning Practices among Student Teachers in Teacher Preparation Programs During Field Training

Abstract

This study aimed to identify the reality of employing artificial intelligence applications in supporting inclusive learning practices among student teachers in teacher preparation programs during field training. In addition to revealing the differences in their responses according to gender, specialization, level of experience in using technology, and university. The study relied on the descriptive-analytical method, and a questionnaire consisting of (50) items distributed over five fields was used, which was applied to a sample of (200) students (male and female). The results displayed that the level of employment of artificial intelligence applications reached a high degree, as the total arithmetic average reached (3.72). Also, the results showed that there are positive trends among student teachers towards the use of these applications, while the teaching practices came to a moderate degree, as well as the challenges they face. Additionally, the results of the difference test showed that there were no statistically significant differences attributable to the variables of gender, specialization, and university. While statistically significant differences were found attributable to the variable of experience in using technology in favor of those with high experience. In light of these findings, the study recommended the need to promote practical training on the use of artificial intelligence applications in teacher preparation programs and to develop inclusive teaching practices based on these applications.