Enabling the Use of Artificial Intelligence Applications for Developing Cognitive and Communication Skills in Students with Autism Spectrum Disorder from the Perspective of Their Teachers

This study aimed to identify the requirements for enabling the use of Artificial Intelligence (AI) applications for developing cognitive and communication skills in students with autism spectrum disorder (ASD) from the perspective of their teachers. The study employed a questionnaire to collect data on these requirements, structured into four main dimensions: Teacher-Specific Requirements, ASD Student-Specific Requirements, Parent-Specific Requirements, and Material and Technical Requirements. The results revealed that enabling requires improved teacher training, especially in interactive skills and behavior management; designing applications that support individual student tracking and provide adaptive learning environments; training parents and enhancing communication with them; and providing a robust material and technical infrastructure, including fast internet and interactive tools. Regarding differences based on demographic variables gender & years of experience. The results showed no statistically significant differences in most dimensions or the overall score. The sole exception was in the Material and Technical Requirements dimension, where females showed a higher assessment of their availability. Furthermore, differences were found in this dimension within the analysis by years of experience, favoring teachers with longer experience. These findings suggest that enabling AI requires comprehensive efforts focused on the educational system as a whole rather than solely on individual teacher characteristics.