Integrating artificial intelligence to enhance inclusive education for students with special needs in Jordan and the UAE: Perspectives of teachers and parents

This study examines the potential of integrating artificial intelligence (AI) into inclusive education practices in Jordan and the UAE, focusing on the perceptions of teachers and parents regarding its role in promoting inclusive classrooms. A mixed-methods design was used, combining quantitative data from a 30-item questionnaire administered to 80 participants (40 in each country) with qualitative insights from 36 focus-group participants. Descriptive statistics, domain-level mean comparisons, and one-way ANOVA were used to analyse the questionnaire data, while thematic analysis guided the interpretation of qualitative findings. The study adopted an integrated theoretical framework combining UTAUT2 and socio-cognitive perspectives, which enabled the analysis to consider both technological acceptance factors and the psychological and relational dimensions influencing AI adoption. Quantitatively, UAE participants reported significantly higher mean scores across most domains (p < .05), particularly in institutional readiness, training, and policy support. Qualitative findings reinforced these patterns by highlighting recurring challenges such as data privacy, insufficient training, and the need to balance technology with human interaction. Together, both strands demonstrate that while participants in both countries recognize AI's potential to support inclusive education, the UAE shows greater readiness and more supportive conditions. Effective AI integration requires technological infrastructure, in addition to structured teacher training, clear data-governance measures, and sensitivity to cultural and educational contexts. The findings call for phased implementation through pilot projects, programs for capacity building, and further research on the long-term impact of AI in inclusive settings.