Abstract:
This study aimed to explore the use of artificial intelligence techniques in the educational process within public primary schools in Nablus Governorate: between the current reality and hope. The study adopted a descriptive analytical approach to achieve its objectives. A systematic random sample of teachers who teach grades five to nine in the Nablus Directorate of Education was selected, with a total sample size of (328) teachers. Data were collected using a questionnaire consisting of (38) items. The results revealed that the level of teachers’ use of AI technologies in teaching was moderate, with a mean score of (2.98). Similarly, the level of AI usage from the teachers' perspective was also moderate, with a mean score of (3.24). However, teachers’ attitudes toward using AI in education were positive and high, with a mean score of (3.81). On the other hand, the study indicated that the integration of AI technologies into the Palestinian curriculum was weak, according to the teachers' perspectives, with a mean score of (2.48). Nevertheless, the findings showed that teachers' perceptions of the potential use of AI technologies in education were high, with a mean score of (4.11).
The study recommended the need to establish the necessary infrastructure for AI integration in schools, incorporate AI-related educational units into the curriculum, empower teachers to effectively utilize AI technologies in the teaching process, and provide specialized training programs for teachers under the supervision of the Directorate of Education.
