Descriptive analysis reveals limited AI in inclusive education in GCC countries and Yemen, suggesting policy changes.
This study analyzes the use of artificial intelligence (AI) to support inclusive education in GCC countries and Yemen and proposes a practical framework to enhance this approach. Using a descriptive-analytical method with surveys, interviews, and document analysis, the findings reveal limited AI application and disparities in policies, infrastructure, and staff awareness. The study presents a proposed model to activate AI in inclusive education, aiming to promote more equitable and accessible learning environments.
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Almashoushi et al. (2025) studied this question.
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