واقع توظيف معلمي الدراسات الاجتماعية تطبيقات الذكاء الاصطناعي في المرحلة الأساسية العليا وسبل تطويره بمدينة دمشق
This study aimed to explore the reality of using artificial intelligence (AI) applications by social studies teachers in the Upper Basic Stage in Damascus, and how best to integrate them. To achieve the study’s objectives, the researcher used a descriptive-analytical research Approach and employed a questionnaire as the primary tool for gathering data. A simple random sample of 128 social studies teachers was used for the study. The study reached several significant findings: 1) Teachers of upper primary school commonly made reports about the moderate usage of AI applications. 2) The participants perceived a very high degree of obstacles hindering their use of AI applications. 3) The participants also identified a very high potential for developing the use of AI applications in teaching. 4) A proposed framework needs to be developed to enhance the employment of AI applications in teaching social studies at the upper basic level in Damascus, based on teachers’ perspectives. 5) No statistically significant differences (at α ≤ 0.05) were found in the teachers' responses of using AI applications based on gender, educational qualification, or years of experience. The study recommended increasing awareness of artificial intelligence (AI) among social studies teachers through forums, conferences, and workshops designed to emphasize its significance and potential for development. Additionally, it urged curriculum developers and educational program planners to integrate AI-driven tools and methodologies in curriculum design, ensuring that education evolves in line with technological advancements. This approach would promote the effective implementation of AI applications within educational institutions. Furthermore, the study emphasized the need for ongoing research into the use of AI in teaching to optimize its impact on education. (Author’s abstract)