<![CDATA[The use of artificial intelligence (AI) in education requires teachers to possess the knowledge and skills to utilize technology in a pedagogical and responsible manner, particularly within the context of special education. This study aimed to measure changes in teachers' knowledge following training on the development of AI-based instructional videos and to examine the relationship between post-training knowledge and the quality of the videos produced. A one-group pretest-posttest pre-experimental design was employed with 20 teachers, 19 of whom provided complete data. Data were collected via a 20-item knowledge test and an assessment of the quality of the animated videos. Analysis was conducted using descriptive statistics, paired t-tests, Wilcoxon tests, Cohen’s dz, as well as Pearson and Spearman correlations. The mean knowledge score increased from 80.53 to 96.58, a statistically significant difference (t(18) = 5.903, p < 0.001, Cohen’s dz = 1.35). However, the relationship between posttest knowledge and video quality was not significant, according to both Pearson correlation (r = 0.212; p = 0.383) and Spearman correlation (ρ = −0.061; p = 0.805). These findings suggest that an increase in knowledge does not necessarily correlate with the quality of the resulting video product. AI training programs should integrate knowledge acquisition, media development practices, product evaluation, and the verification of AI-generated outputs.]]>
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