Technology Integration, Cybersecurity Awareness, and Professional Development Among Saudi EFL Teachers in Special Education Settings

This study investigates technology integration, cybersecurity awareness, and professional development needs among English as a Foreign Language (EFL) teachers working with students with special educational needs (SEN). Using quantitative research design, an online questionnaire was administered to 328 elementary and intermediate school EFL teachers. Findings indicate that participants possess moderate levels of digital competency and security awareness, and that they unanimously recognize a need for further professional development. A significant gender-based distinction emerged: female teachers reported higher levels of both technology integration and security awareness than their male counterparts, despite comparable motivations for professional growth. The study concludes by identifying a clear readiness among educators for targeted training programs to enhance the efficiency, security, and effectiveness of technology use in inclusive EFL classrooms

English as a foreign language · English language · Foreign language · Professional development · Special education · Special needs · Technology integration · Child Development and Digital Technology · Digital literacy in education · Teacher Education and Leadership Studies