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How Teachers' Pedagogical Beliefs Drive Effective Technology Implementation for Students With ASD in Saudi Arabia
Houcine Benlaria1,2, Ahmed Boudoui3, Adel Saber Alanazi4
1College of Business, Jouf University, Sakakah, Saudi Arabia. hbenlarir@ju.edu.sa.
Journal of Autism and Developmental Disorders
|December 11, 2025
Summary
Teachers' pedagogical beliefs, not just tech skills, significantly improve technology use for students with autism spectrum disorder (ASD). This enhances learning outcomes by focusing on beliefs and effective implementation strategies.
Area of Science:
- Educational Technology
- Special Education
- Autism Spectrum Disorder Research
Background:
- Effective technology integration is crucial for students with autism spectrum disorder (ASD).
- Understanding factors influencing teachers' technology implementation is key to improving educational outcomes for students with ASD.
- Teacher technological competence and pedagogical beliefs are potential drivers of effective technology use.
Purpose of the Study:
- To examine the relationships between teachers' technological competence, pedagogical beliefs, and effective technology implementation for students with ASD in Saudi Arabia.
- To investigate the influence of these factors on student learning outcomes.
- To explore the mediating roles of student characteristics and institutional factors.
Main Methods:
- Cross-sectional survey design involving 122 special education teachers in Saudi Arabia.
- Partial least squares structural equation modeling (PLS-SEM) for data analysis.
- Quantitative analysis to establish relationships and mediating effects.
Main Results:
- Teachers' pedagogical beliefs significantly predicted effective technology implementation.
- Technological competence alone did not directly predict implementation effectiveness.
- Student characteristics mediated the link between pedagogical beliefs and implementation, while institutional factors did not.
- Effective technology implementation strongly predicted improved student learning outcomes.
- The proposed model explained significant variance in implementation effectiveness and student learning outcomes.
Conclusions:
- Teachers' belief systems are critical for effective technology integration, alongside technical skills.
- Educational strategies should foster positive attitudes toward technology and provide targeted technical training.
- Focusing on how technology meets the specific learning needs of students with ASD is essential for successful implementation.
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