Inclusive STEM Education and Artificial Intelligence: Opportunities for Teachers to Use These in Teaching Students with Special Educational Needs
DOI:
https://doi.org/10.63437/3083-6425-2026-1(100)-14Keywords:
STEM education, artificial intelligence, inclusive STEM education, digital educational resources, teachers, students, learners, special educational needsAbstract
The article examines the transformation of inclusive educational environments under the influence of digital technologies and STEM approaches, particularly through the integration of artificial intelligence (AI) tools. The author emphasizes that combining practice-oriented learning with generative and adaptive AI systems allows for the creation of flexible educational trajectories that consider the individual needs of students with visual, auditory, speech, or cognitive impairments. The theoretical basis of the study relies on the analysis of both domestic and international experience, demonstrating a shift from a purely disciplinary focus in STEM to the development of an inclusive culture, social competencies, and soft skills. Special attention is given to the functional capabilities of adaptive platforms and intelligent assistants that ensure accessibility of STEM education for students with special educational needs (SEN). These tools can automatically generate subtitles, provide text-to-speech support, create tactile models, offer dynamic prompts during laboratory tasks, and develop personalized corrective learning paths. Both international and domestic studies confirm that the use of AI assistants enhances students’ motivation, engagement, and learning outcomes, reduces communication barriers, and promotes socialization. At the same time, the effectiveness of AI integration is limited by several factors, including insufficient technical infrastructure, the lack of Ukrainian-language localizations of STEM resources, and ethical risks related to data privacy. Successful implementation of AI requires a comprehensive approach that combines digital tools with traditional teaching methods, ensures personalized learning, develops cognitive and social skills, optimizes routine teacher tasks, and fosters an inclusive culture in STEM schools. Therefore, AI serves as a catalyst for the development of inclusive STEM education, enhancing accessibility, quality, and efficiency, while its implementation must be based on the synergy between technology and pedagogical expertise.
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References
Використані літературні джерела
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