Asian Journal of Education and Social Studies

An individual’s disability can significantly influence their life, shaping social experiences, interactions, public perceptions, and community participation (UNESCO, 2020). Children with disabilities often face social stigma, while school-based disability awareness initiatives remain limited, with minimal integration of innovative instructional strategies (Jimenez & Cabaluna, 2021). This study explored the use of AI-powered video-based content as an intervention to promote understanding and positive attitudes toward disability inclusion among Grade 8 students at Pulong Sta. Cruz National High School. Using a quasi-experimental pretest–posttest non-equivalent groups design, 60 students were divided into experimental and comparison groups. Validated self-made questionnaires were used for data collection. Results revealed that the experimental group showed significant improvement in both understanding (M = 16.20) and attitudes (M = 3.59) compared to the comparison group (understanding: M = 12.53; attitudes: M = 3.05). Statistical analysis confirmed significant differences in attitudes after the intervention and within the experimental group’s pretest and posttest results, while no significant changes were observed in the comparison group. These results highlight the importance of targeted interventions in enhancing both knowledge and attitude towards disability inclusion. Hence, broader implementation of AI-powered video-based content is recommended to support inclusive education in schools and wide use of AI to uplift students with or without disabilities (DepEd, 2025).