Lacunas, Necessidades e Expectativas: Uma Investigação sobre as Perceções dos Estudantes acerca da Integração da IA Generativa no Apoio a Estudantes com Necessidades de Aprendizagem Especiais no Ensino Superior no Bangladesh
DOI:
https://doi.org/10.34630/e-rei.vi.7507Palavras-chave:
Inteligência artificial generativa, dificuldades de aprendizagem, educação inclusiva, ensino superior, Bangladesh, acessibilidade, percepções dos estudantes, literacia em IA, aprendizagem adaptativa, tecnologia educativaResumo
Este estudo visou analisar como estudantes universitários com necessidades específicas de aprendizagem (SSLNs) no Bangladesh perceberam a integração da inteligência artificial generativa (GenAI) como mecanismo de apoio no ensino superior. Realizada numa universidade privada, a investigação envolveu 28 estudantes de licenciatura que tinham sido formalmente diagnosticados por médicos ou psicólogos antes da admissão. Foi adotada uma abordagem de amostragem intencional, de modo a assegurar que os participantes representassem um conjunto diversificado de dificuldades de aprendizagem, incluindo dislexia, perturbação de hiperatividade e défice de atenção (PHDA) e autismo ligeiro. Foi utilizado um questionário de método misto, composto por itens quantitativos e qualitativos, para recolher informações sobre os dados demográficos dos participantes, a sua experiência com GenAI, a compreensão e avaliação desta tecnologia, aplicações práticas, percepções sobre processos de avaliação apoiados por Inteligência Artificial (IA), considerações éticas e expectativas relativamente à aprendizagem assistida por IA. Os resultados revelaram que os estudantes consideraram a GenAI como um potencial tutor pessoal, orientador académico e assistente técnico, capaz de melhorar a acessibilidade, a inclusão e experiências de aprendizagem adaptativas. A análise temática destacou seis áreas principais das expectativas dos estudantes: aprendizagem personalizada e adaptativa; melhoria do feedback e do apoio à aprendizagem; acessibilidade e inclusão; desenvolvimento de competências académicas; apoio técnico e de recursos; e autonomia estudantil através da literacia em IA e da formação. Durante a recolha de dados, esteve presente um investigador, e os estudantes colocaram livremente questões e partilharam experiências relevantes num ambiente confortável e isento de pressão. Embora tenham manifestado otimismo quanto à capacidade da GenAI para reduzir desigualdades e promover a inclusão, salientaram igualmente a necessidade de políticas institucionais que assegurassem acesso equitativo, contextualização cultural e uso ético. O estudo sublinha a importância da colaboração entre universidades, decisores políticos e programadores para tornar a GenAI uma ferramenta sustentável para um ensino superior inclusivo no Bangladesh.
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