توظيف تطبيقات الذكاء الاصطناعي في تدريس الكيمياء بالمرحلة الثانوية في المملكة العربية السعودية
This study aimed to explore the methods of employing artificial intelligence applications in teaching chemistry at the secondary level in the Kingdom of Saudi Arabia. The study followed the qualitative approach. A convenient sample of 15 experts was selected, and semi-structured interview questions were used as a tool to monitor their perceptions. The results revealed that the study sample had perceptions of the reasons for employing artificial intelligence applications in teaching chemistry at the secondary level, including enhancing students' knowledge, facilitating lifelong learning, encouraging individual learning, and developing students' problem-solving skills, which leads to a significant improvement in their performance. The results also revealed that the study sample had knowledge of the methods of employing artificial intelligence applications in teaching chemistry, and most of the sample members confirmed the existence of challenges and difficulties facing the employment of artificial intelligence applications in teaching chemistry at the secondary level. The study presented a set of recommendations and suggestions. (Published abstract)