How Teachers' Pedagogical Beliefs Drive Effective Technology Implementation for Students With ASD in Saudi Arabia

This study examined the relationships between teachers' technological competence, pedagogical beliefs, and the effective implementation of innovative technologies for students with autism spectrum disorder (ASD) in Saudi Arabia; further, it explored how these factors ultimately influence student learning outcomes.

Using a cross-sectional survey design, data were collected from 122 special education teachers across Saudi Arabia and analyzed using partial least squares structural equation modeling.

While technological competence alone did not show a significant direct effect, the results revealed that teachers' pedagogical beliefs significantly predicted effective technology implementation. Student characteristics mediated the relationship between pedagogical beliefs and implementation effectiveness, while institutional factors did not demonstrate significant mediating effects. Notably, effective implementation of innovative technologies strongly predicted student learning outcomes. The model explained substantial variance in implementation effectiveness and student learning outcomes.

These findings suggest that, besides their technical skills, teachers' belief systems drive effective technology integration for students with ASD. Educational initiatives should prioritize developing positive attitudes toward technology alongside technical training, particularly emphasizing how technology can address the specific learning needs of students with ASD.