Publication Details
Title:
Awareness and Perceived Benefits of AI Assistive Technology in Awareness and Perceived Benefits of AI Assistive Technology in Ghana’s Inclusive Education: An Exploratory and Context Specific Study
Details:
Background: Education experts have consistently emphasized that the integration of
artificial intelligence (AI) in education presents a range of transformative possibilities,
including personalized learning, real-time feedback, automation of routine tasks, analysis
of learner needs, and adaptability to the pace and requirements of individual students.
While many Ghanaian teachers are increasingly familiar with generative AI tools, there
remains a noticeable gap in awareness regarding AI-powered assistive technologies and
their potential as a catalyst for advancing the nation’s inclusive education agenda. This
study, therefore, sought to assess the level of awareness among teachers concerning the
use of AI-powered assistive technologies in supporting children with special educational
needs (SEN).
Methods: Employing a qualitative research approach, specifically a phenomenological
design, the study purposively sampled 21 students with special educational needs and six
teachers to participate in structured interview sessions. These interviews were conducted
to gather rich, in-depth data aimed at addressing the stated research questions. The data
were analyzed using Braun and Clarke’s thematic analysis framework, following a
deductive approach guided by established coding protocols to identify patterns and
themes relevant to the research objectives.
Findings: The results indicated that participants had limited awareness of AI-powered
assistive technologies. However, they perceived these technologies as having the potential
to significantly enhance communication, promote learner independence, and reduce
delays in instructional feedback within inclusive schools. Additionally, the availability of
adequate physical infrastructure, the provision of appropriate technological resources,
and the implementation of comprehensive teacher professional development programs
were identified as key enablers of successful integration of AI-powered assistive
technologies in inclusive classrooms.
Conclusion: The findings of this study hold significant implications for pre-tertiary
education institutions in Ghana and beyond. They underscore three foundational pillars