كفايات الذكاء الاصطناعي لدى المعلمين في بعض النماذج المعاصرة وإمكانية الإفادة منها بسلطنة عمان
The study aimed to identify artificial intelligence competencies among teachers in some contemporary models and the possibility of benefiting from them in the Sultanate of Oman. The study used the descriptive method, and the analysis of documents was used in collecting data and information. The study examined seven models of artificial intelligence competencies among teachers: The first is the European Commission model, the second is the Kim and Kwon model in South Korea, the third is the model of Lameras and others in Greece, the fourth is the model of Long and Magerko in USA, and the fifth model is Su, Zhong in China, the sixth is Smirnov and Panabaker in the United States of America, and the seventh is UNESCO. The results of the study showed that the seven models were interested in the presence of many competencies that teachers must possess to use artificial intelligence in the educational process effectively and efficiently. This includes Knowledge of artificial intelligence concepts and terminology, and awareness of digital content, appropriate teaching strategies, the skill of employing artificial intelligence techniques, tools and programs, ensuring students’ creativity and innovations, appropriate assessment methods, granting students freedom and independence, and dealing efficiently with data and information, analyzing and interpreting them. The study recommended that the Ministry of Education in the Sultanate of Oman prepare a list of artificial intelligence competencies for teachers, taking advantage of the models presented by the study, as well as training teachers on them at all levels (Ministry of Education, General Directorates of Education, and schools). In addition to including artificial intelligence competencies in the job duties of teachers and in the criteria for evaluating their job performance. (Published abstract)