Applying artificial intelligence in career education for students with intellectual disabilities: The effects on career self-efficacy and learning flow
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Abstract
Career education for students with disabilities during their transition to adulthood is of utmost importance for their career planning and preparation. To implement effective career education for students with disabilities, it is necessary to use technology that provides new learning experiences. This study investigates the impact of an artificial intelligence-based career education program on the career self-efficacy and learning flow of 20 students with intellectual disabilities in a high school. Following the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model, the program was conducted over 6 weeks with 12 sessions, utilizing a pre-post single-group design. The results demonstrate significant improvements in career self-efficacy and learning flow among students with intellectual disabilities in the experimental group. These findings underscore the effectiveness of the artificial intelligence-enabled program in promoting active learning, fostering self-understanding, facilitating career exploration, and enabling effective career path planning for these students. Based on these results, the study presents discussions and recommendations for the development and implementation of artificial intelligence-based career education programs for students with intellectual disabilities.
期刊介绍：
The Journal of Education and Information Technologies (EAIT) is a platform for the range of debates and issues in the field of Computing Education as well as the many uses of information and communication technology (ICT) across many educational subjects and sectors. It probes the use of computing to improve education and learning in a variety of settings, platforms and environments.
The journal aims to provide perspectives at all levels, from the micro level of specific pedagogical approaches in Computing Education and applications or instances of use in classrooms, to macro concerns of national policies and major projects; from pre-school classes to adults in tertiary institutions; from teachers and administrators to researchers and designers; from institutions to online and lifelong learning. The journal is embedded in the research and practice of professionals within the contemporary global context and its breadth and scope encourage debate on fundamental issues at all levels and from different research paradigms and learning theories. The journal does not proselytize on behalf of the technologies (whether they be mobile, desktop, interactive, virtual, games-based or learning management systems) but rather provokes debate on all the complex relationships within and between computing and education, whether they are in informal or formal settings. It probes state of the art technologies in Computing Education and it also considers the design and evaluation of digital educational artefacts. The journal aims to maintain and expand its international standing by careful selection on merit of the papers submitted, thus providing a credible ongoing forum for debate and scholarly discourse. Special Issues are occasionally published to cover particular issues in depth. EAIT invites readers to submit papers that draw inferences, probe theory and create new knowledge that informs practice, policy and scholarship. Readers are also invited to comment and reflect upon the argument and opinions published. EAIT is the official journal of the Technical Committee on Education of the International Federation for Information Processing (IFIP) in partnership with UNESCO.
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