AI-Enabled Capacity Building for Special Education Pre-Service Teachers: A Systematic Scoping Review of the Global South with Implications for South African Rural Universities

Abstract

The high rate of the use of artificial intelligence (AI) in education is changing how teachers teach, how they are trained, and how institutions are managed. While many studies explore the use of AI in teaching and learning, there is a lack of research on how it supports capacity building for special education pre-service teachers in rural South African universities. This review examines existing studies on how AI can develop skills and knowledge in pre-service teacher education for inclusive teaching. Using the AI-Capacity-Content Interaction Model and a structured scoping review method, relevant peer-reviewed studies were selected from major academic databases. The findings reveal that AI supports capacity building through improved teaching methods, the use of data for decision-making, hands-on learning, and collaboration. It also helps teachers address diverse learner needs. However, the study also identifies key challenges in rural universities, such as limited infrastructure, lack of resources, weak policy support, digital inequality, and insufficient training for lecturers. These barriers limit the effective use of AI in teacher education. The study highlights the need for better digital infrastructure, ongoing professional development for pre-service teachers, and policies that consider local contexts. These steps are important for ensuring fair access to AI and improving teacher education in rural areas.