TEACHING IN THE AGE OF AI: MAPPING PRE-SERVICE SPECIAL EDUCATION TEACHERS’ ORIENTATIONS BETWEEN RESISTANCE AND FASCINATION

Abstract

The spread of artificial intelligence (AI) in education is redefining how teachers design learning environments, mediate knowledge, and promote participation. This research examines prospective special education teachers’ attitudes toward AI in teaching and learning processes through a quantitative survey administered to students enrolled in initial special education teacher training courses. The questionnaire addressed perceived usefulness and ease of use, motivational factors, professional concerns, perceived competence, and representations of AI. The results outline a complex picture in which AI acceptance is shaped by professional motivation, perceived competence, concerns about students’ learning experiences, and the educational meaning attributed to technology. The research highlights the need for teacher education programs that support a critical, informed, and pedagogically grounded use of AI in inclusive contexts.