The will, the skill, the tool, and the AI. Exploring factors affecting teachers’ intentions to use AI and technologies to foster inclusion

With the rise of educational technologies that use Artificial Intelligence (AI), this study exploresfuture learning support teachers’ acceptance and intention to use them in classrooms with students with Autism Spectrum Disorder (ASD). Research indicates that educational technology may significantly enhance learning for children with ASD in several developmental areas. However, integrating such technologies in schools remains un-der-researched regarding teachers’ intentionsto integrate such technologies in classrooms with ASD students.For that reason, this study aims to investigate itusing the Unified Theory of Acceptance and Use of Technology as the theoretical framework. Aquestionnaire was administered to future learning support teachersenrolled atthe eighth cycle of theSpeciali-zation course for those wishing to acquire the Learning support teacher’s warrant to work in upper secondary schools. The findingsreveala positive predisposition towards the adoption of AI and technologies, particularly emphasizing the importance of AI knowledge as a factor related to the willingness to employ it in educational contexts. Additionally, intrinsic value, the enjoyment and reward derived from using technology, emerged as a significant factor im-pacting teachers' intentions to integrate AI and educational technologiesin their classrooms