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<p>As Saudi Arabia advances its educational technology initiatives under Vision 2030, understanding the factors influencing artificial intelligence (AI) implementation in special education has become increasingly important. This study investigates how teacher characteristics (digital literacy, teaching experience, and professional development) influence the effectiveness of AI implementation in educating students with developmental disabilities in Saudi Arabian primary schools, examining technology readiness and implementation support as mediating variables. The study surveyed 120 teachers from four Saudi Arabian regions and conducted eight semi-structured interviews. Analysis using partial least squares structural equation modeling revealed significant effects of teaching experience (<i>β</i> = 0.217) and professional development (<i>β</i> = 0.277) on implementation effectiveness, with technology readiness and implementation support serving as significant mediators (both <i>β</i> = 0.294). Qualitative analysis revealed specific patterns in AI tool adaptation across different disability types and implementation challenges. The findings demonstrate that successful AI implementation depends on both teacher characteristics and institutional support mechanisms, indicating that comprehensive support systems are crucial for enhancing educational outcomes for students with developmental disabilities across diverse educational settings.</p>

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The impact of teacher characteristics on the effective use of AI for educating students with development disabilities in Saudi primary schools

  • 期刊论文

  • 发表日期：

    2025年8月26日

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  • Adel Saber Alanazi,
  • Sohil Alqazlan,
  • Alanazi Rayan,
  • Houcine Benlaria

摘要

As Saudi Arabia advances its educational technology initiatives under Vision 2030, understanding the factors influencing artificial intelligence (AI) implementation in special education has become increasingly important. This study investigates how teacher characteristics (digital literacy, teaching experience, and professional development) influence the effectiveness of AI implementation in educating students with developmental disabilities in Saudi Arabian primary schools, examining technology readiness and implementation support as mediating variables. The study surveyed 120 teachers from four Saudi Arabian regions and conducted eight semi-structured interviews. Analysis using partial least squares structural equation modeling revealed significant effects of teaching experience (β = 0.217) and professional development (β = 0.277) on implementation effectiveness, with technology readiness and implementation support serving as significant mediators (both β = 0.294). Qualitative analysis revealed specific patterns in AI tool adaptation across different disability types and implementation challenges. The findings demonstrate that successful AI implementation depends on both teacher characteristics and institutional support mechanisms, indicating that comprehensive support systems are crucial for enhancing educational outcomes for students with developmental disabilities across diverse educational settings.