教师对将人工智能运用于自闭症谱系障碍学生的态度

摘要

本研究考察巴勒斯坦“三角区”阿拉伯学校教师对运用人工智能技术提升自闭症谱系障碍学生阅读理解能力的态度，并检验这些态度是否因性别、教龄与学历而异。研究采用描述性调查设计，以基于技术接受模型（TAM）编制的问卷收集资料。问卷共 37 个题项，分布于感知有用性、感知易用性、行为意向与感知障碍四个维度。研究总体为 2025/2026 学年在阿拉伯学校任教的阿拉伯语教师与特殊教育教师，实际参与者共 203 人。结果表明，教师在各维度及总体水平上均表现出高水平的积极态度，反映出良好的专业认知与采纳人工智能支持型教学实践的意愿。结果还显示，教师态度不因性别或学历而存在统计学显著差异，而在教龄上存在统计学显著差异，且有利于教龄较长的教师。研究认为，尽管数字基础设施、技术支持与专门化专业培训方面仍存在挑战，教师仍认可人工智能通过个别化学习与即时反馈支持阅读理解的教育潜力。据此，本研究建议加强面向教师的人工智能支持型阿拉伯语教学专业发展项目，并改善阿拉伯学校的数字基础设施，以强化融合教育实践、更好地回应自闭症谱系障碍学生的需要。

Abstract

The study examined the attitudes of teachers in Arab schools in the Triangle region of Palestine toward the use of artificial intelligence (AI) technologies for improving reading comprehension skills among students with autism spectrum disorder (ASD). It also investigated whether these attitudes varied according to gender, years of teaching experience, and academic qualification. A descriptive survey design was employed, and data were collected using a questionnaire developed based on the Technology Acceptance Model (TAM). The instrument consisted of 37 items distributed across four dimensions: perceived usefulness, perceived ease of use, behavioral intention, and perceived barriers. The study population included Arabic language and special education teachers working in Arab schools during the 2025/2026 academic year, with a total of 203 teachers participating in the study. The findings indicated that teachers demonstrated high and positive attitudes across all dimensions and at the overall level toward the integration of AI technologies in enhancing reading comprehension skills among students with ASD. These results reflect a positive professional awareness and a strong readiness to adopt AI-supported instructional practices. The results further revealed that there were no statistically significant differences in teachers' attitudes attributable to gender or academic qualification, while statistically significant differences were found according to years of teaching experience, in favor of more experienced teachers. The study concluded that teachers recognize the educational potential of artificial intelligence in supporting reading comprehension through individualized learning and immediate feedback, despite the presence of challenges related to digital infrastructure, technical support, and specialized professional training. Accordingly, the study recommends enhancing professional development programs for teachers in AI-supported Arabic language instruction and improving digital infrastructure in Arab schools to strengthen inclusive educational practices and better address the needs of students with autism spectrum disorder.