Teachers’ Attitudes toward Artificial Intelligence and Implementation of Inclusive Education Practices at Secondary Level

Abstract

The potential to promote inclusive education practices, especially at the secondary level, artificial intelligence (AI) integration in education has drawn attention from all over the world. In order to address a variety of learning needs, including those of students with disabilities, teachers are crucial in implementing AI technologies. The purpose of this study was to investigate the Relationship between teachers’ attitudes toward artificial intelligence and implementation of inclusive education practices at secondary level. A Likert-scale questionnaire was used to gather data from 80 secondary school teachers as part of a correlational study design. Using SPSS, descriptive statistics, t-tests, correlation, and simple linear regression were used to analyze the data. The results showed that teachers' attitudes toward AI and their use of inclusive teaching methods had a very weak and statistically insignificant relationship. Additionally, inclusive education practices were not significantly predicted by teachers' attitudes toward AI. The study comes to the conclusion that even though educators may have favorable or neutral opinions about AI, these viewpoints are not enough to affect inclusive teaching methods. In order to successfully incorporate AI into inclusive education, the study emphasizes the necessity of focused professional development, institutional support, and teacher training.