implementation challenges

This study aims to explore teachers' narratives on implementing AI-based learning tools for students with severe disabilities. The objective is to understand the challenges faced, the impacts on students, and the experiences of teachers using these technologies in special education settings. A qualitative research design was employed, using semi-structured interviews to gather data from 16 certified special education teachers with experience in using AI-based learning tools. Participants were selected through purposive sampling to ensure a diverse range of perspectives. Interviews were transcribed and subjected to thematic analysis to identify key themes and patterns in the data. Three main themes emerged from the analysis: implementation challenges, the impact on students, and teacher experiences. Teachers reported significant technical difficulties, inadequate training, and limited administrative support as major challenges. Despite these issues, AI tools had a positive impact on student engagement, motivation, learning outcomes, social interaction, and behavioral changes. Teachers experienced a range of emotions, from initial skepticism to eventual acceptance, and highlighted the importance of peer support and professional growth. The study underscores the transformative potential of AI in special education, while also identifying critical areas that need attention for successful implementation. The integration of AI-based learning tools in special education offers significant benefits for students with severe disabilities, including enhanced engagement, improved learning outcomes, and better social interactions. However, successful implementation requires addressing technical issues, providing comprehensive training, securing administrative support, and fostering a culture of feedback and reflection. Future research should focus on long-term impacts, comparative effectiveness of different AI tools, and the development of effective training programs. Educational institutions must prioritize these areas to maximize the positive impact of AI technologies in special education.

INTRODUCTION: The International Federation of Red Cross and Red Crescent Societies (IFRC) is an international non-governmental organization that provides a wide range of humanitarian services to its stakeholders. In an environment marked by growing complexities and challenges in humanitarian crises, commitment to good governance is crucial for effective response strategies. The aim of this study is to examine the extent to which good governance has been realized in the IFRC's operational and functional domains by analyzing available data. METHODS: This qualitative study examines the extent to which good governance has been achieved in the operational and functional areas of the IFRC using discourse analysis, literature review, and studying documents through examining historical documents, the IFRC's regulations, and the reports of the internal audit office over the past 50 years. FINDINGS: According to the findings, adherence to good governance principles enhances the legitimacy and effectiveness of IFRC operations. The development of ethical standards, transparency and accountability in resource management, and employee ethics and conduct are key factors in maintaining public trust and combating corruption. In the meantime, with an emphasis on impartiality, adherence to humanitarian principles, and attracting global support, the principle of integrity plays a central role, especially in rescue and relief operations. CONCLUSION: This study emphasizes the importance of IFRC’s fundamental principles such as humanity, impartiality, and independence as the foundations of decision-making in crises. As humanitarian needs evolve, strengthening these principles is essential to improve performance and preserve the dignity of those affected, also there is a need to focus on developing frameworks to better integrate these principles into operational strategies.