درجة توظيف تطبيقات الذكاء الإصطناعي التوليدي في مهارات التدريس من وجهة نظر طالبات كلية التربية بجامعة أم القرى
The study aims at exploring the extent of using Generative Artificial Intelligence (GAI) applications in teaching skills from perspectives of Collage of Education’s students at Umm Al-Qura University. The study uses the descriptive approach. The sample consists of 91 practice teachers majoring in Early Childhood Education at Umm Al-Qura University and were chosen by random sampling. To align with its purpose, the study uses a questionnaire, developed by the researchers, consisting of three main axes. Results showed that the score of the importance of using GAI applications in teaching skills was (very high), the score of the extent of using GAI applications in teaching skills was (high) and the score of challenges of using GAI applications in teaching skills was (high). Moreover, there were statistically significant differences (α≤0.05) in the mean score of the following axes: The importance of using GAI applications in teaching skills and the extent of using GAI applications in teaching skills (planning, implementing and evaluating) according to (AI’s training courses) variable in favour of those who have taken AI’s training courses (1 to 5 courses). However, the results showed no statistically significant differences in the mean score of the challenges of using GAI applications in teaching skills axe (α ≤0.05) according to (AI’s training courses) variable. In view of these findings, the study recommends bringing the attention of practice teachers to use the correct methods that employ GAI applications in teaching, for its crucial role in saving effort, time and cost, and to conduct training courses for practice teachers to enhance their experience and knowledge and to sharpen their skills of using generative AL’s applications in teaching. (Published abstract)