الكفاءة الذاتية لمعلمي العلوم في استخدام الذكاء الاصطناعي ودمجه في التدريس في ضوء بعض المتغيرات

Abstract

The current study aimed to identify the level of self-efficacy among science teachers in using artificial intelligence and integrating it into teaching, in light of some variables. To achieve the study's objectives, a descriptive approach was used, and data was collected using an electronic questionnaire with high psychometric properties. The study sample consisted of responses from (125) teachers. The results showed that the level of self-efficacy among science teachers regarding the use of artificial intelligence in their teaching, from their perspective, was high, with a mean of (3.89) and a standard deviation of (0.465). The overall mean value for the self-efficacy of science teachers and their acceptance and readiness to use artificial intelligence in the classroom was (3.55), with a standard deviation of (0.704). The analysis revealed no significant statistical differences (α=0.05) in the self-efficacy for artificial intelligence among science teachers attributed to the following variables: gender, educational stage, teaching experience, and specialization. This study recommends the need to enhance the role of schools in integrating artificial intelligence into education and establishing its principles and foundations.