The Use of Generative AI Tools among Learning Disabilities Teachers in Public Schools in Jeddah
(An Explanatory Mixed-Methods Study)
DOI:
https://doi.org/10.33193/JALHSS.133.2026.1736Keywords:
Generative Artificial Intelligence, Learning Disabilities, Learning Disabilities Teachers, Public Schools, Mixed-Methods ApproachAbstract
This study investigated the use of generative artificial intelligence (AI) tools among learning disabilities teachers in public schools in Jeddah. It examined teachers’ knowledge, areas of use, attitudes, ethical awareness, professional development needs, and implementation challenges. The study employed an explanatory sequential mixed-methods design. Quantitative data were collected through an electronic questionnaire, followed by semi-structured interviews to explain the quantitative findings. The overall sample comprised 77 male and female teachers. The analysis of actual use was limited to 57 participants who had previously used generative AI tools, while five participants were interviewed. The findings revealed highly positive attitudes and strong awareness of the importance of responsible and safe use. However, a gap emerged between high professional acceptance and specialized practical implementation, particularly in assessment and evaluation, data management, and learning support and personalization. The interviews indicated that insufficient hands-on training, time constraints, technical difficulties, and limited technical support hindered teachers’ transition from general use to specialized pedagogical integration. The study recommended specialized practice-based training, procedural and ethical guidelines, and adequate technical and organizational support for the effective and safe integration of generative AI tools into learning disabilities practices.
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