Evaluating the Social Validity of AI-Assisted Transition Planning: Perspectives on Goals, Procedures, and Outcomes

This mixed methods study examines pre-service special education teachers’ (PSTs) experiences using an artificial intelligence (AI) tool to support transition planning and evaluated its social validity. Thirty-three PSTs from two Midwestern universities completed three AI-assisted transition planning activities and a post-intervention survey containing 12 Likert-scale and three open-ended items. Quantitative analyses revealed that participants viewed the AI tool positively across all domains, with high ratings for efficiency and ease of use and strong intentions for future adoption. Perceptions of trustworthiness and output quality were moderately positive. Qualitative analyses revealed more nuanced perspectives. While PSTs found the AI tool helpful for generating ideas, organizing content, and enhancing efficiency, they also noted limitations related to accuracy, specificity, and data entry processes. Participants emphasized the need for professional judgment, background knowledge, and ethical awareness when interpreting AI-generated outputs. Together, these findings indicate that AI tools hold promise as supportive resources in special education teacher preparation, particularly when integrated within structured, reflective learning environments. The study highlights both the value and challenges of AI in special education contexts, suggesting that teacher education programs must intentionally embed AI literacy and critical evaluation skills to ensure responsible, equitable, and effective use in future professional practice.