Digital readiness for the use of AI tools in the professional practice of special education professionals

- Левша, Сергій (orcid.org/0009-0009-9580-0791) and Пахомова, Наталія (orcid.org/0000-0002-8332-8188) (2026) Digital readiness for the use of AI tools in the professional practice of special education professionals Information Technologies and Learning Tools, 3 (113). pp. 70-89. ISSN 2076-8184

Text Сергій Левша.pdf - Published Version Download (1MB)

Abstract

This article examines the digital readiness of students and professionals in the field of special education to use artificial intelligence (AI) tools in educational and professional activities. The relevance of the study stems from the growing use of generative AI and the need for its safe and methodologically grounded application in the preparation of materials, adaptation of tasks, and provision of correctional and developmental support. The aim of the study is to systematize the terminology related to bots, AI assistants, agents, and agentic AI, as well as to assess the level of digital readiness to use such tools. The methodology combines a theoretical analysis of scholarly sources with an empirical survey of 138 respondents, including bachelor’s and master’s students and practicing professionals. Descriptive statistics and one-way analysis of variance (ANOVA) were used to analyze the results. The findings indicate that generative AI tools are actively used in everyday, educational, and professional activities, although primarily for basic tasks, including information retrieval, text generation, and material preparation. Experience in creating and configuring specialized AI tools remains limited. No statistically significant differences were found in self-assessed levels of awareness among bachelor’s students, master’s students, and practicing professionals. The theoretical analysis clarified the distinctions between bots, AI assistants, agents, and agentic systems and identified the main risks associated with their use in special and inclusive education. Key safeguards include professional verification of generated materials, minimization of personal data use, adherence to non-stigmatizing language, and preservation of the specialist’s decisive role. The findings confirm the need to develop methodological approaches to the responsible use of AI tools and highlight the prospects for developing specialized AI assistants to support the professional activities of special education specialists.

Item Type:	Article
Keywords:	special education; inclusive education; digital competence; generative artificial intelligence; AI tools; professional training.
Subjects:	Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 00 Prolegomena. Fundamentals of knowledge and culture. Propaedeutics > 004 Computer science and technology. Computing. Data processing > 004.9 Application-oriented computer-based techniques Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 37.01/.09 Special auxiliary table for theory, principles, methods and organization of education > 37.02 General questions of didactics and method Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 376 Education, teaching, training of special groups of persons. Special schools Science and knowledge. Organization. Computer science. Information. Documentation. Librarianship. Institutions. Publications > 3 Social Sciences > 37 Education > 378 Higher education. Universities. Academic study
Divisions:	Institute for Digitalisation of Education > Generic resouse
Depositing User:	Алла 1 Алла Почтарьова
Date Deposited:	03 Sep 2026 17:27
Last Modified:	03 Sep 2026 17:27
URI:	https://lib.iitta.gov.ua/id/eprint/750229

Downloads

Actions (login required)

View Item