Date of Graduation

Spring 2026

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education Policy, Planning, and Administration

Committee Chairperson

Matthew Kruger-Ross, PhD

Committee Member

Jordan Schugar, PhD

Committee Member

Alyssa Blasko, PhD

Abstract

The integration of technology in education has largely focused on academic outcomes, with limited attention to students’ social, emotional, and behavioral needs, particularly for neurodiverse students. Artificial Intelligence enabled wearable technologies present promising opportunities to address this gap by providing real time data and interventions. The purpose of this quantitative study was to examine educators’ perceptions of AI-enabled wearable technology and its potential to support the social, emotional, and behavioral functioning of neurodiverse students. Grounded in the Technology Acceptance Model (TAM3) and the Collaborative for Academic, Social, and Emotional Learning (CASEL) frameworks, this study explored how perceived usefulness and its determinants, along with social, emotional, and behavioral competencies influence educators’ behavioral intentions to adopt these technologies. Using a cross-sectional survey design, data were collected from 153 educators through a scenario-based questionnaire. Descriptive and inferential analyses, including correlation and regression, were conducted. Results indicated generally positive perceptions of AI-enabled wearable technology. Perceived usefulness, more specifically, job relevance and output quality, significantly predicated behavioral intention. Additionally, demographic characteristics largely were not statistically significant, besides for the type of school that the educator was employed. Findings suggest that adoption is driven by perceived practical value, as well as organizational characteristics. Implications highlight the need for alignment with professional roles and targeted training to support implementation.

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