Perceived effectiveness of artificial intelligent for special-needs students in Saudi Arabian primary schools: A model study

Abstract

This study explores the perceived effectiveness of artificial intelligence (AI) for special-needs students in primary schools in Saudi Arabia. The main objective is to uncover the key factors that influence teachers' willingness to accept and use AI technologies in their classrooms. Using the Technology Acceptance Model (TAM), the study examines how perceived ease of use and perceived usefulness shape teachers' attitudes and intentions to adopt AI tools. Data were collected through a structured questionnaire filled out by primary school teachers and analyzed using Smart PLS 4 to identify key factors influencing their acceptance of AI. The study reveals that teachers are more likely to adopt AI tools when they perceive them as easy to use and genuinely beneficial for their students. Perceived usefulness, in particular, emerged as the most influential factor in driving teachers' acceptance of AI for special-needs education. The findings highlight the importance of addressing teachers' perceptions and concerns about AI to ensure its successful integration into classrooms. Teachers are more open to using AI when they realize its value and find it accessible, underscoring the need for user-friendly and impactful AI solutions. This study offers actionable insights for policymakers and educators on how AI can be effectively introduced into primary education, especially for special-needs students. Key recommendations include providing targeted training programs, offering continuous support, and addressing teachers' concerns to foster confidence and competence in using AI technologies.