Exploring the Effects of Ai, Social Inclusion, and Well-Being on Academic Performance for Students with Disabilities in China

Abstract

Poor academic performance has promoted a global crisis that most institutions perceive as an epidemic that requires mitigation to yield high student excellence, especially for students with disabilities. In China, students with disabilities at Shandong Normal University have experienced poor academic performance, which emanated from a lack of artificial intelligence, social inclusion, and students’ well-being, leading to poor academic performance. This study investigates the impact of AI, social inclusion, and well-being on the academic performance of students with disabilities in China. This study employed a descriptive and correlational design, targeting a population of 37,000 students with disabilities at Shandong Normal University, China. The researcher received a sample of 291 questionnaires out of 380, yielding a response rate of 76.6% using a self-administered questionnaire and simple and stratified random sampling. Before data collection, an expert review was conducted to enable a pilot study with a 30 sample for reliability testing. The researcher adopted SPSS for the regression analysis to test the hypotheses. This result confirmed a significant and positive correlation between artificial intelligence, social inclusion, students’ well-being, and academic performance for students with disabilities in China. In addition, the results from regression analysis showed that artificial intelligence, social inclusion, students’ well-being, and academic performance have a P-value of 0.000, which is less than < 0.001. The findings revealed that improved artificial intelligence, social inclusion, and students’ well-being encountered at Shandong Normal University would aid in minimising poor academic performance. In conclusion, integrating artificial intelligence is essential in promoting students' academic performance, thereby personalising learning experiences, providing continuous support, and automating tasks, which leads to improved efficiency and engagement. This study is significant in addressing the gap identified in previous studies, while contributing to the body of knowledge and promoting the academic performance of students with disabilities in China.