التنبؤ بمستقبل أنظمة إدارة التعلم الإلكتروني (lms) المدعومة بالذكاء الاصطناعي : آراء المعلمين والخبراء في تقنيات التعليم والتعليم الإلكتروني
This study aimed to study the impact of integrating artificial intelligence (AI) in e-learning management systems (LMS), and the study used the Delphi method based on sending questionnaires and questions to a group of experts, and in the light of their answers, a relative agreement is reached in the educational opinion, without the need for their meeting, as the study sample reached (22) experts in the fields of educational technology and e-learning. The descriptive survey methodology based on the questionnaire tool was also used for a group of teachers who are the study sample, where their number reached (242) teachers. This study concluded that experts see AI as a powerful tool to improve the learning experience as the results indicated a broad consensus on the importance of intelligent content personalization, predictive analysis of learner performance, and the provision of real-time assessments. However, the study also highlighted the challenges facing integrating AI into e-learning management systems, such as cost and training. The study stressed the urgent need to provide comprehensive training programs for teachers to enable them to benefit from these technologies. She also pointed out that there is a gap between theoretical knowledge of artificial intelligence and its actual applications in educational institutions. The study recommended the adoption of artificial intelligence as an essential tool to improve the quality and allocation of education, with a focus on providing the necessary support and training for teachers and developing the appropriate infrastructure with an emphasis on the importance of protecting data privacy in addition to encouraging cooperation between academics and technology experts to develop innovative solutions in the field of AI-enabled education. The study also called for more research to assess the long-term effects of AI on education. (Published abstract)