Self-Efficacy and Attitudes of Learning Disabilities Teachers Toward the Use of Artificial Intelligence in Education: Evidence from Saudi Arabia

In line with recent trends toward integrating artificial intelligence (AI) in special education, this study examined learning disability teachers’ perceptions of self-efficacy and attitudes toward using AI and explored their relationships with gender, academic qualification, years of teaching experience, and participation in training courses related to AI applications in education. A descriptive qualitative approach was employed, and data were collected through an electronic questionnaire administered to 114 teachers of students with learning disabilities in the Eastern Province of Saudi Arabia. Descriptive statistics and correlational analyses were used to analyse the data. The findings indicated that teachers showed moderate self-efficacy and positive attitudes toward AI, with only a small gender difference in attitudes and a very small positive correlation between self-efficacy and attitudes. These results suggest the importance of targeted professional training programs and contextual institutional support to enhance the effective integration of AI in educational practice, while avoiding assumptions of broad or uniform impact. The study contributes to the objectives of Vision 2030 by informing professional development initiatives, supporting instructional practices, and identifying directions for future research in AI-supported special education.