Artificial Intelligence in Speech–Language Pathology Practice and Education: Use and Perception Among Clinicians and Students in Saudi Arabia

Background/Objectives: This study examined knowledge, attitudes, comfort, perceived usefulness, and institutional context regarding artificial intelligence (AI) among speech–language pathology (SLP) students and clinicians in Saudi Arabia. Methods: This exploratory cross-sectional online survey used a questionnaire informed by Austin et al. and was distributed through snowball sampling. Data from 122 participants (75 students, 16 interns, and 31 practicing clinicians) were analyzed. Groups were compared using Kruskal–Wallis tests with Holm correction and linear regression with HC3-robust standard errors adjusted for gender and frequency of ChatGPT use. Results: The majority (97.5%) of the participants had used ChatGPT, and 77% used it three or more times per week, yet self-rated knowledge was moderate. Comfort with AI was moderate to high, and concern about AI replacing SLPs was low to moderate. The participants were uncertain about AI’s ability to administer and analyze assessments and rated administrative tasks as its most useful application. After Holm correction, only perceived usefulness differed across the three group comparisons, with interns rating it higher than students. Across 16 adjusted group comparisons, only perceived student academic use was rated higher by interns than by students. No group differences were significant among participants aged 18–24 years. Most participants (70.5%) reported having no institutional AI guidelines. Conclusions: Participants used AI frequently and held generally positive but cautious views, with few group differences. These findings support AI literacy training in SLP curricula and SLP-specific guidelines for responsible AI use.