Beliefs of teachers who are blind related to the use of artificial intelligence (AI) in Jordan

This qualitative study employed Interpretative Phenomenological Analysis (IPA) to explore the beliefs and lived experiences of teachers who are blind (TWB) in Jordan regarding the use of artificial intelligence (AI) in education. Data were collected through semi-structured interviews with 14 TWB and a focus group with 8 additional teachers, recruited via snowball and purposive sampling. Findings reveal that TWB actively use various AI applications, including Siri, ChatGPT, currency and image readers, screen readers, and AI-powered search engines like Google and YouTube. Key domains of AI use include daily life, environmental recognition, education, and communication, while mobility, entertainment, and teaching were less common. The study identifies multiple factors shaping AI use, such as personal characteristics, environmental and technological contexts, and socio-cultural influences. Participants reported significant barriers, including limited training, financial constraints, accessibility challenges, and misconceptions about AI. TWB offered practical suggestions to enhance AI adoption in their professional and personal lives. The study concludes with recommendations for policy, practice, and future research to better support AI integration for TWB.