Generative AI in the Special Education Integration Programme (PPKI): Parents’ Understanding of Cognitive and Creative Support in English Learning

This study examines the digital literacy of parents whose children are enrolled in the Special Education Integration Programme (Program Pendidikan Khas Integrasi, PPKI) and investigates their awareness of the potential of generative artificial intelligence (GenAI) to support cognitive and creative aspects of English language learning at home. Employing a quantitative approach, the research utilizes a descriptive survey design grounded in Bandura's Social Cognitive Theory. The sample comprises 200 parents from five primary schools in the Sentul area of Kuala Lumpur. Data were collected through a structured questionnaire and analysed using descriptive statistics, Pearson correlation, and multiple regression in SPSS. The results indicate that parents possess a moderate level of digital literacy in using GenAI tools, leading to the rejection of the first hypothesis (H01), which anticipated a high literacy level. Inferential analyses demonstrate a strong positive correlation between parents’ digital literacy and their knowledge of GenAI's cognitive support. Additionally, a strong predictive relationship was identified for creative aspects, resulting in the acceptance of H02 and H03. These findings confirm that digital literacy is a significant predictor of parents' capacity to utilize GenAI for special education at home. Although access to technology is present, the Ministry of Education and schools should develop targeted AI-literacy training modules for these parents. With appropriate training, parents can transition from passive technology users to active facilitators of learning, thereby fostering a more inclusive and seamless digital learning environment for Students with Special Education Needs (Murid Berkeperluan Pendidikan Khas, MBPK).

PPKI, Generative AI, Parents’ understanding, Cognitive, Creative, English learning

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