The Role And Impact Of Artificial Intelligence And Social-Emotional Learning In The Social Pedagogue’s Work With Children With Special Educational Needs

Abstract

This study examines the impact of integrating Artificial Intelligence (AI) and Social-Emotional Learning (SEL) tools into pedagogical practices for children with Special Educational Needs (SEN). Using a mixed-methods approach, quantitative data were gathered from 60 educators and 150 SEN students, supplemented by qualitative insights from educator interviews and classroom observations. Results showed significant improvement in both academic and social-emotional outcomes, with academic scores increasing from 65.4 to 74.8 (t(149) = 12.15, p < .001) and social-emotional scores rising from 70.2 to 80.5 (t(149) = 14.02, p < .001). Positive correlations were found between AI tool usage and academic improvement (r = 0.65) and SEL program implementation and social-emotional gains (r = 0.72). Qualitative data confirmed these findings, highlighting that AI supports personalized learning, while SEL promotes emotional regulation and empathy.

In conclusion, the study suggests that the combined implementation of AI and SEL tools creates a holistic, adaptive learning environment for SEN students. The findings indicate a need for professional training to help educators effectively integrate these tools, promoting inclusivity and enhancing educational outcomes.