تصور مقترح لتوظيف تطبيقات الذكاء الاصطناعي التوليدي لتحسين الممارسات التدريسية للمعلمات في مرحلة رياض الأطفال بالمدينة المنورة
This study aimed to develop a proposed framework for employing generative artificial intelligence (AI) applications to improve the teaching practices of kindergarten teachers in Medina by identifying the current state of use and the associated challenges. The descriptive analytical approach was adopted, and the study was applied to a randomly selected sample of 207 kindergarten teachers. A questionnaire consisting of two axes was used: the current usage of generative AI applications (14 items), and the challenges associated with their use (14 items). The results showed a high level of usage (mean= 4.16 out of 5), with applications mainly used for designing activities, producing educational media, and planning instructional units. The findings also indicated a strong interest among teachers in exploring the potential of these tools. However, the level of challenges was also high (mean = 4.15), including the lack of specialized training, high subscription costs, poor infrastructure, and limited instructional resources. Based on these results, a proposed framework was developed that includes a list of generative AI applications categorized into six areas, linked to teaching practices suitable for the kindergarten stage. The study recommended activating this framework, providing training programs and instructional guides, and increasing awareness of the importance of generative AI in early childhood education. (Published abstract)