تصورات معلمي التربية المهنية حول توظيف الذكاء الإصطناعي في تطوير العملية التعليمية
This study aimed to explore vocational education teachers' perceptions regarding the use of artificial intelligence (AI) in enhancing the educational process in the Bani Obeid District of Irbid Governorate. The study adopted a descriptive-analytical approach, with a sample of (75) male and female teachers selected through convenience sampling. A questionnaire was developed, consisting of (25) items distributed across six dimensions: 1) Awareness of AI in vocational education, 2) The role of AI in improving the educational process, 3) Applications of AI in vocational education, 4) Challenges of integrating AI into vocational education, 5) The impact of AI on teachers' and students' performance, and 6) The future of AI in vocational education. The questionnaire was distributed electronically to the study sample. The results indicated that the effectiveness of AI applications in enhancing the quality of vocational education, from the teachers' perspective, was at a moderate level. The findings revealed no statistically significant differences attributable to gender or academic qualifications across all dimensions. However, statistically significant differences were found based on years of experience, favoring teachers with more than ten years of experience. Additionally, significant differences were observed based on the educational stage taught, with secondary school teachers showing more positive perceptions. Differences were also noted based on the extent of technology use in teaching. The study recommended providing specialized training programs for teachers on how to effectively utilize AI in instruction. It also emphasized the need to design professional development programs to enhance teachers' understanding and application of AI in vocational education, particularly for primary-stage teachers. (Published abstract)