Perspectives of Primary School Teacher Candidates on the Use of Artificial Intelligence in Inclusive Education

Abstract

This study investigates how primary school teacher candidates perceive the integration of artificial intelligence (AI) technologies in inclusive education. Using a qualitative research design, in-depth interviews were conducted with 15 teacher candidates through a semi-structured interview form. Thematic analysis revealed that the participants viewed AI as a tool to support personalised learning, provide immediate feedback, and enhance student motivation. However, they also expressed significant concerns regarding data privacy, content reliability, unequal access, and ethical implications. In addition, the participants emphasised the lack of pedagogical and technical training necessary for the effective implementation of AI in classroom settings. The findings highlight the need to revise teacher education programmes in order to support the responsible, equitable, and effective use of AI in inclusive educational environments. Overall, the study points to the importance of a comprehensive and ethically grounded approach to the integration of AI in education.