أثر استخدام الذكاء الاصطناعي في تنمية مهارات البحث العلمي : البحث الإجرائي أنموذجا، كمدخل للتنمية المهنية المستدامة للمعلم
This scientific study aimed to investigate the impact of using artificial intelligence (AI) on developing scientific research skills (using action research as a model) as an approach to sustainable professional development for teachers. It also sought to assess teachers’ cognitive proficiency in AI tools that support scientific research, their cognitive proficiency in scientific research skills (action research as a model), and the extent to which AI tools influence the development of these skills as a gateway to sustainable professional development for teachers. A mixed-methods approach was employed, combining descriptive-analytical methodology and case study methodology, chosen for their suitability to the nature and variables of the study. The results revealed that teachers’ cognitive proficiency in AI tool supporting scientific research was low, at 32.6%, while their cognitive proficiency in scientific research skills (action research as a model) was also low, at 41.3%. However, the findings demonstrated a statistically significant positive impact of using AI on developing scientific research skills (action research as a model) as pathway to sustainable professional development for teachers, with a high level of impact (63.7%). Based on the results, the study provided a set of recommendations and proposals, including: The necessity of training teachers in technical and research practices that leverage AI, Establishing a digital platform to support action research, Standardizing and updating sustainable professional development programs in alignment with technological advancements in machine learning and deep learning. (Published abstract)