Integration of ChatGPT into Didactic Planning: Perceptions and Evaluations from Special Education Students

Abstract

This study was conducted within a university course to investigate student perceptions regarding the incorporation of Artificial Intelligence, specifically ChatGPT, into didactic planning. Ten Special Education students actively collaborated in the development of a didactic plan that integrated the Problem-Based Learning methodology. Data were collected via a semi-structured questionnaire, which was completed by 100% of the participants. The study found that ChatGPT has significant potential to enhance efficiency in both educational and administrative
tasks. Ninety percent of the students found ChatGPT suggestions to be clear and understandable, and the majority assessed its impact on improving didactic
planning in a positive way. Despite the limitations of the ChatGPT 3.5 model in terms of response quality and reasoning capabilities, its integration is considered
to offer a significant improvement in didactic processes.