Special education teacher candidates’ experiences and views regarding artificial intelligence use

The growing integration of AI in educational environments underscores the need to equip future educators to use AI ethically and pedagogically. This necessity is particularly evident in special education, where personalized instruction, professional expertise, and ethical awareness are essential. This qualitative study utilized a phenomenological research approach to document participants’ lived experiences. Data were gathered through semi-structured interviews with eight pre-service special education teachers who were actively engaged in school-based experiences throughout the inquiry. All interviews were transcribed verbatim and subjected to content analysis, facilitating the systematic identification of themes and subthemes. The study produced ten primary themes and twenty-five secondary themes. Results suggest that participants predominantly viewed AI as a pragmatic and beneficial resource, especially for time efficiency, the creation of instructional materials, and the accommodation of diverse learner needs. Artificial intelligence was perceived as possessing significant potential to enhance personalized learning and instructional planning within special education settings. Participants reported a lack of formal instruction in AI within their teacher education programs, stating that their understanding was largely derived from self-directed inquiry. Ethical concerns, particularly regarding data privacy, the accuracy of AI-generated information, and professional accountability, emerged as a significant subject. Participants underscored that AI should be viewed as a supplementary tool rather than a replacement for educators’ professional competence and interpersonal engagement. The findings underscore the imperative of integrating structured AI literacy, ethical awareness, and practical applications into special education teacher training programs to facilitate responsible and effective AI use.