Knowledge of Generative Artificial Intelligence and its Use by Teachers for Students with Autism Spectrum Disorder

This study aims to identify knowledge that teachers of students Autism Spectrum Disorder (ASD) have regarding (AI) and to what extent these teachers use it in their educational practices. Additionally, it will examine whether there is a statistically significant correlation between the level of knowledge of generative AI and the extent to which these tools are used. The study utilized a descriptive, correlational survey methodology, and the data were collected through a questionnaire administered to all 56 female teachers of students with ASD in public schools. Of these, 37 teachers responded to the final questionnaire. The findings indicated that teachers had a moderate level of knowledge regarding artificial intelligence (AI) and its educational uses, as well as a moderate level of application of AI tools in education. A strong, statistically significant positive correlation was found between teachers' knowledge of AI tools and their use of these tools. However, there were no significant differences based on years of teaching experience or training. The study recommended developing specialized training programs for teachers, focusing on equipping them with essential skills for using AI educational tools, and fostering professional learning communities.