Training Needs Assessment for Teachers on ICT and AI in 21st Century Inclusive Classrooms

Abstract

This research question attempted to identify the professional learning needs of secondary teachers in Punjab, Pakistan, in terms of the introduction of Information and Communication Technologies (ICT) and Artificial Intelligence (AI) into 21^st century inclusive learning environments. A survey methodology using a quantitative descriptive approach was used to collect data on a stratified random sample of 300 general and special-education teachers represented in both urban and rural state schools. The findings indicate that although teachers are moderately competent in the ICT domain, they are relatively weak regarding their AI-assisted teaching method, particularly in the area of personalizing the learning experience and adapting the digital content to it. The participants expressed a strong need of higher professional development level in the context of ICT integration, AI usage in classes, assistive technology, ethical AI use, and designing accessible online content. Among the noted major barriers in this, include inadequate infrastructure, inadequate technical resources, insufficient training opportunities and the rapid rate of technological change. The research therefore indicates that the long term, differentiated capacity-building programs, whose efficacy is improved through the improvement of school based infrastructure are invaluable in ensuring fair integration of ICT and AI, and hence raising the levels of inclusive learning outcomes across the Punjab government education system.