Generative AI intentions and technological pedagogical and content knowledge: teachers’ readiness to use AI for students with learning disabilities and difficulties

Author First name, Last name, Institution

• Fatima Zraydi, United Arab Emirates University
• Maxwell Peprah Opoku, United Arab Emirates University
• Bernadette M. Guirguis, Zayed University
• Laurent Gabriel Ndijuye, United Arab Emirates University
• Ebenezer Mensah Gyimah, Auckland University of Technology

Document Type

Article

Source of Publication

Disability and Rehabilitation Assistive Technology

Publication Date

8-7-2026

Abstract

Purpose: Artificial intelligence (AI) has emerged as a useful tool that can be used to tailor lessons to suit the uniqueness of students with learning disabilities/difficulties (LD). While discussions on ways to incorporate AI in education are ongoing, its utilization to support the teaching of students with LDs is unresearched in the United Arab Emirates. Globally, students with LDs constitute the largest minority group in classrooms in regular schools. However, research on teachers’ intention and pedagogical content towards the use of AI to support students with LDs is scarce. The current study was guided by a unified theory of acceptance and use of technology and technological pedagogical content knowledge to explore the relationship between teachers’ intention and knowledge toward AI usage among teachers. Methods: Two hundred forty-four general and special education teachers completed two surveys: the intention towards using AI scale and the AI-TPACK scale. The scales were validated before the research questions were answered. The data were analysed via multivariate analysis of variance, correlation and hierarchical regression. Results: The instruments yielded appropriate fit indices, and a relationship was found between AI-behavioural intentions and AI-TPACK. Only one component of AI-TPACK predicted teachers’ AI behavioural intentions. Conclusion: The study concludes with suggestions for AI policy and curriculum development. Other implications for the study are discussed in detail.

DOI Link

10.1080/17483107.2026.2714681

ISSN

1748-3107

Publisher

Informa UK Limited

Disciplines

Education

Keywords

artificial intelligence, Inclusive education, teachers, United Arab Emirates, UTAUT and TPACK model

Scopus ID

105046845091

Recommended Citation

Zraydi, Fatima; Opoku, Maxwell Peprah; Guirguis, Bernadette M.; Ndijuye, Laurent Gabriel; and Gyimah, Ebenezer Mensah, "Generative AI intentions and technological pedagogical and content knowledge: teachers’ readiness to use AI for students with learning disabilities and difficulties" (2026). All Works. 8147.
https://zuscholars.zu.ac.ae/works/8147

Indexed in Scopus

yes

Open Access

no