The Reality of Utilizing Artificial Intelligence Tools in Teaching Performance from the Perspective of Teachers Who Teach Students with Intellectual Disabilities

Abstract

The study intended to explore the point of view of teachers of students with intellectual disabilities (ID) regarding the reality and extent of using artificial intelligence (AI) tools in their teaching performance  in the central region of the Kingdom of Saudi Arabia (KSA). The participants were 54 special education teachers of students with ID who completed an online survey. Results showed that teachers agreed on the notion that AI tools can reduce the loss of instructional time. However, some teachers had low confidence in their ability to use AI tools. Moreover, the results demonstrated that no statistically important distinctions were noted in teachers’ performance utilizing AI tools based on gender or most grade levels taught. However, significant differences emerged based on training status, with teachers who received AI training demonstrating higher teaching performance than those without training. Also, the results revealed that there were significant differences between teachers with bachelor’s degrees and those with doctoral degrees. Additionally, a strong and positive correlation was identified between teachers’ utilization of AI tools and their teaching performance.