The Reality And Challenges Of Using Artificial Intelligence Applications To Enhance Communication And Learning For Children With Autism Spectrum Disorder, From The Perspective Of Special Education Teachers In Kuwait.

The present study aimed to explore special education teachers’ perceptions regarding the use of artificial intelligence (AI) to enhance communication and learning among students with Autism Spectrum Disorder (ASD) in Kuwait. To achieve this goal, a questionnaire was developed comprising five main dimensions: teacher awareness, challenges, differences according to demographic variables, teachers’ recommendations, and the proposed framework components. The study sample consisted of 210 male and female teachers working in special education schools and centers.
The results indicated that teachers’ awareness of AI capabilities ranged from moderate to high, with mean scores between 3.22 and 3.72. The findings also revealed that the most significant challenges were related to administrative workload, lack of institutional and technical support, with mean scores ranging from 3.58 to 3.85. Statistically significant differences were found in AI utilization based on gender, years of experience, and academic qualifications, in favor of female teachers, those with longer experience, and teachers with postgraduate degrees.
The study also identified a set of qualitative recommendations, most notably the need to provide AI-based applications that support the Arabic language and consider cultural specificities. Based on the findings, the study proposed an integrated framework for improving AI adoption in the education of students with ASD, which includes content development, teacher training, and supportive educational policies.
The study recommended enhancing the technological infrastructure, expanding teacher training programs, and integrating AI tools into individualized and collaborative teaching strategies.