إستكشاف واقع توظيف تقنيات الذكاء الاصطناعي في تعليم التلميذات الصم وضعيفات السمع من وجهة نظر معلماتهن بمحافظة جدة
This study investigated the perceptions of teachers regarding the use of artificial intelligence (AI) in teaching deaf and hard of-hearing female students in the Jeddah Governorate. Additionally, it aimed to identify the challenges to the use of these applications and to analyze proposed methods for integrating AI applications into the learning process of those students. The research utilized a qualitative methodology, specifically a phenomenological approach, and conducted semi-structured interviews with a purposive sample of 15 teachers of deaf and hard-of-hearing female students. The findings on the current use of AI applications revealed that faced challenges in distinguishing it from other applications. The teachers noted the limited use of AI applications and chose instead to employ visual aids customized to the specific characteristics of their students. The study revealed that the primary challenges impeding the use of AI techniques in teaching deaf and hard-of hearing female students were incompatibility of the current curricula applied to teaching deaf and hard-of-hearing female students with AI technologies, student individual differences, inadequate classroom environments in terms of internet access and technological resources, and a lack of adequate training programs. The findings underscored several essential proposed solutions for the effective use of AI applications, improving digital infrastructure in educational institutions, providing practical training courses, and motivating teachers. The study recommended establishing a learning environment with modern applications and providing courses and workshops to support and encourage teachers in integrating AI techniques for teaching deaf and hard-of-hearing female students. (Published abstract)