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<p>Educational systems worldwide face ongoing challenges that require innovative teaching approaches to effectively assist students with learning disabilities, especially in a rapidly evolving technological landscape. This study examined elementary school teachers’ perceptions of generative artificial intelligence (GenAI) tools for enhancing classroom engagement among students with learning disabilities in Saudi Arabia. Using a descriptive survey design, data were collected from 268 teachers in Najran public schools through a validated questionnaire assessing three domains: perceived effectiveness, adoption willingness, and implementation challenges. The findings revealed a moderate level of perceived effectiveness of GenAI tools (M = 2.84, SD = 0.82), with tools viewed as particularly beneficial for promoting student autonomy. Teachers’ willingness to integrate GenAI was also moderate, with their confidence in using the tools being the strongest influencing factor. Key implementation challenges included concerns about student overreliance, the need for continuous technical support, and a lack of clear school policies. These results underscore the need for: (1) professional development programs to strengthen teacher competence with GenAI, (2) clear ethical guidelines for responsible implementation, and (3) infrastructure enhancements to support inclusive classrooms. This study contributes to the growing literature on AI in special education by emphasizing the central role of teacher perceptions in effective technology integration.</p>

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Teachers’ perceptions of generative AI in inclusive classrooms: enhancing engagement for students with learning disabilities

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年1月6日

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  • Turki Mahdi Alqarni

摘要

Educational systems worldwide face ongoing challenges that require innovative teaching approaches to effectively assist students with learning disabilities, especially in a rapidly evolving technological landscape. This study examined elementary school teachers’ perceptions of generative artificial intelligence (GenAI) tools for enhancing classroom engagement among students with learning disabilities in Saudi Arabia. Using a descriptive survey design, data were collected from 268 teachers in Najran public schools through a validated questionnaire assessing three domains: perceived effectiveness, adoption willingness, and implementation challenges. The findings revealed a moderate level of perceived effectiveness of GenAI tools (M = 2.84, SD = 0.82), with tools viewed as particularly beneficial for promoting student autonomy. Teachers’ willingness to integrate GenAI was also moderate, with their confidence in using the tools being the strongest influencing factor. Key implementation challenges included concerns about student overreliance, the need for continuous technical support, and a lack of clear school policies. These results underscore the need for: (1) professional development programs to strengthen teacher competence with GenAI, (2) clear ethical guidelines for responsible implementation, and (3) infrastructure enhancements to support inclusive classrooms. This study contributes to the growing literature on AI in special education by emphasizing the central role of teacher perceptions in effective technology integration.