Artificial intelligence and autonomous thinking in students with special educational needs of the baccalaureate level
Keywords:
artificial intelligence, autonomous thinking, special educational needs, pre-university studentsAbstract
Introduction: Autonomous thinking enables critical reflection necessary for decision-making, allowing individuals to act independently in response to stimulus or external needs. In the context of special education, it is essential to promote psychosocial habits that contribute to individual and social well-being. In this framework, artificial intelligence can generate positive effects on the psychosocial and-educational environment.
Objective: To analyze the effects of artificial intelligence on the development of autonomous thinking in pre-university students with special educational needs.
Methods: A quasi-experimental study with a non-equivalent control group design was conducted. A sample of 240 students with special educative needs participated, divided into an experimental group (n=120) that received an intervention with artificial intelligence for six weeks and a control group (n=120) that received traditional instruction.
Results: After the intervention, both groups showed statistically significant intragroup improvements (p<0.05) in the three assessed dimensions. However, the experimental group demonstrated absolute improvements (100% positive differences) in Self-regulation, Self-efficacy, Critical thinking, and the Final score), consistently outperforming the control group and suggesting a stronger effect of the intervention with artificial intelligence.
Conclusions: The results provide solid evidence on the advantages of implementing artificial intelligence in an ethical, inclusive and pedagogically mediated way to enhance autonomous thinking in students with special educational needs.
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