Examining Saudi teachers’ professional competency and attitudes toward technology-integrated teaching for students with intellectual disabilities

Abstract This study aimed to produce a multi-region assessment of Saudi special education teachers’ readiness to integrate technology for students with intellectual disabilities. Readiness was defined as pedagogical-technological competence (TPACK-informed), attitudes toward technology use, and recent professional development experiences. Using cluster sampling and online questionnaire, data were gathered from teachers who worked with students with intellectual disabilities. The study addressed four research questions that asked about (1) the profile of self-reported pedagogical-technological competence, (2) teachers’ attitudes toward assistive and instructional technologies, (3) recent professional development experiences and their relation to competence and attitudes, and (4) teacher- and system-level predictors of readiness. The findings indicate that the teachers perceive themselves as moderately competent in technology integration (M = 3.829), though their ability to troubleshoot technical issues is relatively low. While teachers hold positive attitudes toward technology use, participation in professional development programs remains limited as almost half of the participants (49.88%) reported that they have never participated in such professional development programs. Furthermore, it was found that younger teachers and those with mid-level experience exhibit higher competency levels. The findings point to the need for targeted, practice-focused professional development and for policies that increase equitable access to instructional and assistive technologies.