This study aims to assess the efficacy of speech-to-text (STT) technology in improving the writing abilities of special education pupils in Saudi Arabia. A deliberate sample of 150 special education college students was selected, with participants randomly allocated to either an experimental group employing STT technology or a control group using traditional writing methods. The study utilized a comprehensive approach, which included standardized writing assessments, questionnaires, and statistical analyses such as t-tests, correlation, regression, ANOVA, and ANCOVA. The results demonstrate a substantial enhancement in writing skills among the experimental group utilizing Speech-to-Text (STT) technology. The findings contribute to the discussion on assistive technology in special education and offer practical recommendations for educators and policymakers.

Improving the practical skills of Science, Technology, Engineering and Mathematics (STEM) students at a historically black college and university (HBCU) was done by implementing a transformative teaching model. The model was implemented on undergraduate students of different educational levels in the Electrical Engineering (EE) Department at HBCU. The model was also extended to carefully chosen high and middle schools. These middle and high school students serve as a pipeline to the university, with a particular emphasis on fostering growth within the EE Department. The model aligns well with the core mission of the EE Department, aiming to enhance the theoretical knowledge and practical skills of students, ensuring that they are qualified to work in industry or to pursue graduate studies. The implemented model prepares students for outstanding STEM careers. It also increases enrolment, student retention, and the number of underrepresented minority graduates in a technology-based workforce.