Artificial intelligence (AI) is profoundly reshaping the IT job market by automating repetitive tasks and creating new specialized roles. Routine jobs face a decline, while demand grows for AI specialists, data scientists, cybersecurity experts, and AI ethicists. Existing roles, such as system administrators and web developers, are evolving into more strategic and creative positions, requiring skills in automation, data analysis, AI integration, and hybrid project management. Continuous training and adaptation are essential to remain competitive. Overall, AI does not eliminate IT jobs but transforms responsibilities, skill requirements, and workflows, presenting both challenges and opportunities for professionals in the field.
This study analyzes intellectual disabilities among secondary school students in the Kabongo 2 subdivision. The main objective is to identify the types of disabilities observed, their causes, and their effects on academic achievement. The methodology employed is based on a descriptive and analytical approach, using questionnaires and interviews with teachers and students. The results show that the most frequent disabilities involve memory, comprehension, and logical reasoning. These disabilities stem from socioeconomic, pedagogical, and psychological factors. Intervention strategies are proposed, including teacher training, psychological support, and the adaptation of teaching methods.
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