Awareness and Perceived Benefits of AI Assistive Technology in Ghana’s Inclusive Education: An Exploratory and Context-Specific Study

Isaac Amoako, Akenten Appiah-Menka University of Skills Training and Entrepreneurial DevelopmentFollow
Vera Arhin, University of Cape Coast, GhanaFollow
Eric Abodey, University of Cape Coast, GhanaFollow
Daniel Gyapong Nimo, University of Skills Training and Entrepreneurial Development, Kumasi, Ashanti, GhanaFollow

Keywords

Artificial Intelligence, Implementation, Special Education Needs, Stakeholders, AI-powered Assistive Technologies.

Abstract

Background: Education experts have consistently emphasized that the integration of artificial intelligence (AI) in education presents a range of transformative possibilities, including personalized learning, real-time feedback, automation of routine tasks, analysis of learner needs, and adaptability to the pace and requirements of individual students. While many Ghanaian teachers are increasingly familiar with generative AI tools, there remains a noticeable gap in awareness regarding AI-powered assistive technologies and their potential as a catalyst for advancing the nation’s inclusive education agenda. This study, therefore, seeks to assess the level of awareness among teachers concerning the use of AI-powered assistive technologies in supporting learners with special educational needs (SEN).

Methods: Employing a qualitative research approach, specifically, phenomenology design, the study purposively sampled 21 students with special educational needs and six teachers to participate in structured interview sessions. These interviews were conducted to gather rich, in-depth data aimed at addressing the stated research questions. The data were analyzed using Braun and Clarke’s thematic analysis framework, following a deductive approach guided by established coding protocols to identify patterns and themes relevant to the research objectives.

Findings: The results revealed that participants’ awareness of AI-powered assistive technologies was limited. However, they perceived these technologies as having the potential to significantly enhance communication, promote learner independence, and reduce delays in instructional feedback within inclusive educational settings. Additionally, the availability of adequate physical infrastructure, the provision of appropriate technological resources, and the implementation of comprehensive teacher professional development programs were identified as key factors influencing the successful integration of AI-powered assistive technologies in inclusive classroom instruction.

Conclusion: The findings of this study hold significant implications for pre-tertiary education institutions in Ghana and beyond. They underscore three foundational pillars essential for advancing inclusive education in line with Sustainable Development Goal 4 (SDG 4) particularly targets 4.a, 4.c, 4.3, and 4.4: strategic investment in physical infrastructure, the development and integration of robust technological systems, with particular emphasis on AI-powered solutions, and the implementation of comprehensive teacher professional development frameworks. Prioritizing these areas is crucial for creating equitable and inclusive learning environments that effectively support all learners, particularly those with special educational needs.

Recommended Citation

Amoako, Isaac; Arhin, Vera; Abodey, Eric; and Nimo, Daniel Gyapong (2026) "Awareness and Perceived Benefits of AI Assistive Technology in Ghana’s Inclusive Education: An Exploratory and Context-Specific Study," Mid-Western Educational Researcher: Vol. 38: Iss. 1, Article 12.
Available at: https://scholarworks.bgsu.edu/mwer/vol38/iss1/12