Abstract:

Introduction:
The literature on inclusive well-being highlights the need for applied evidence that integrates structured supports for Autism Spectrum Disorder (ASD) with generative Artificial Intelligence (AI) tools in authentic teaching contexts. However, empirical studies examining how AI can assist educators in designing TEACCH-based activities remain limited. This study aims to explore the feasibility and perceived value of a GPT-based assistant specialised in ASD (IA-NEAE / AI-ASD-Assistant) as a tool to support the co-design of TEACCH activities in an intercultural higher education setting.

Method:
An exploratory case study was conducted during an academic stay at Waseda University (Japan) with university faculty and postgraduate students. The intervention consisted of guided case-simulation sessions, AI-assisted generation of instructional materials (ARASAAC pictograms, “finished task” routines, sensory adjustments), and a structured ethical discussion on responsible AI use. Mixed data were collected through a short post-activity survey (n = 5; descriptive analysis) and field notes analysed using inductive thematic analysis.

Results:
Findings indicate that the generative AI assistant acted as a cognitive scaffold, helping participants structure activities more effectively, accelerate pedagogical ideation, and reflect critically on issues of bias, accuracy, and human supervision. Qualitative data highlighted perceived usefulness, increased teaching self-efficacy, and the need for ethical protocols such as content verification, non-replacement of professional judgement, and clear safeguarding procedures. These insights align with evidence from a broader previous cohort (n = 495, UA/VIU), which similarly reported benefits in utility and motivation alongside concerns regarding reliability.

Conclusion:
A generative AI assistant designed with pedagogical and safety criteria can meaningfully contribute to culturally adaptable TEACCH-based instructional design and to pathways toward inclusive well-being, provided that its use remains under educational and clinical supervision. Practical implementation guidelines and future research directions involving school-based pilot studies and well-being metrics are proposed.

Keywords:

Inclusive well-being, ASD, TEACCH, generative AI, instructional design, AI ethics.