ABSTRACT

Purpose: Literature has underscored the pivotal role of technologies and artificial intelligence (AI) applications in the education field, particularly in supporting teachers who teach students with disabilities in inclusive classrooms. Therefore, this study aimed to evaluate teachers’ competencies in using both technology and AI applications in inclusive classrooms and examine potential variables (teaching experience, type of disability, level of teaching, and teacher's specialty) that may influence teachers’ competencies in using technology and AI applications. Methodology: This study employed a quantitative survey approach and used multiple statistical techniques for analysis. Data were collected through simple random sampling, comprising 100 elementary- and secondary-level teachers of Riyadh, Saudi Arabia. Findings: Participants reported a high level of competency in using technologies in inclusive classrooms but a relatively lower level of competency in using AI applications. Additionally, the findings revealed that there were statistically significant differences in using technologies based on the variable of teacher specialty whereas there were no statistically significant differences among the participants in using technologies and AI applications based on teaching experience, type of disability, or level of teaching. Implication for Research and Practice: Findings of the study highlight the importance of conducting workshops and training programs for teachers to promote their competency in using AI applications to teach students with disabilities in inclusive classroom. Future research should examine how technologies and AI competencies translate into practical teaching practices and collaborative learning in inclusive classrooms.