Teachers’ Readiness to Adopt Artificial Intelligence (AI) in Special Education: A Systematic Literature Review

The rapid advancement of Artificial Intelligence (AI) technology has increasingly influenced various aspects of education, including the field of Special Education. AI has the potential to support teachers in providing more flexible, personalised, and inclusive learning experiences that address the diverse needs of students with special educational needs (SEN). However, teachers’ readiness to adopt and integrate AI into Special Education practices remains a significant concern, particularly in relation to their knowledge, skills, perceptions, and access to supporting resources. Therefore, this study aims to identify teachers’ readiness to adopt AI in Special Education, examine the factors influencing their readiness, and explore the challenges associated with AI implementation based on previous studies. This study employed a Systematic Literature Review (SLR) approach guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) framework. Relevant articles were retrieved from the Scopus, Web of Science, and Google Scholar databases. A total of 86 articles were identified, and after applying the inclusion and exclusion criteria, 14 articles were selected for thematic analysis. The findings reveal that most teachers demonstrate positive perceptions and willingness to explore the potential of AI in teaching and learning. Teachers’ readiness is influenced by several factors, including professional training, digital literacy, technological experience, support from school management, availability of digital infrastructure, and AI-related policies. Nevertheless, challenges remain, including limited AI training opportunities, variations in digital competency, ethical concerns, and technological infrastructure constraints. In conclusion, strengthening teachers’ AI competencies through continuous professional development, establishing clear guidelines for ethical AI integration, and improving digital facilities are essential to support the effective and responsible adoption of AI in Special Education.

artificial intelligence, teacher readiness, Special Education, students with special educational needs

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