Difficulties in Using Assistive Technology and Artificial Intelligence Applications in the Educational Process

Abstract

This study examines difficulties in using assistive technology and artificial intelligence applications in education, focusing on the relationship between access to tools and the quality of their pedagogical use. The research problem is that providing devices and platforms does not necessarily secure participation or meaningful learning, particularly for learners with disabilities and learning difficulties. A descriptive analytical approach was adopted through a focused narrative review of purposively selected Arabic and international sources published between 1988 and 2026. These comprise peer-reviewed studies, educational frameworks, institutional reports, and a digital accessibility standard. Foundational literature informs the interpretation of technology acceptance, cognitive load, and teacher knowledge.

The analysis organizes difficulties into technical, financial, professional, psychological, linguistic, ethical, and assessment dimensions. It suggests that barriers arise from a mismatch between learner needs, educational tasks, implementation settings, and institutional support rather than from tool characteristics alone. AI may support content adaptation and alternative forms of expression while introducing additional requirements for checking accuracy, bias, and data protection. The study proposes an implementation process involving needs identification, a limited pilot, training and support, and evaluation linked to learner autonomy and task quality.

Recommendations include involving learners in tool selection, testing platform accessibility and Arabic content, preparing teachers to design learning activities and verify outputs, and clarifying permitted assistance in assessment. The conclusions are analytical propositions for future testing, not field findings or statistical estimates of barrier prevalence. The study does not claim an exhaustive systematic review or establish causal effects.