الحاجات التدريبية اللازمة لمعلمات اللغة العربية في ظل ثورة الذكاء الإصطناعي ورؤية 2030 في مرحلة التعليم الثانوي بالمملكة العربية السعودية
This study aims to identify training needs for Arabic language teachers at the secondary stage in Saudi Arabia from the perspectives of teachers and supervisors, in light of the artificial intelligence revolution and vision 2030 aspirations. The descriptive approach was adopted, and a questionnaire was developed and administered to 82 female teachers and supervisors to assess needs across five domains: planning, classroom management, teaching methods, educational technology, and evaluation. The results showed high agreement regarding the importance of training needs, especially in developing modern pedagogical skills. The most prominent needs related to diversifying objectives, organizational abilities, and integrative teaching approaches. Needs were higher for planning, management, and methods compared to technology and evaluation. No significant differences emerged based on job role or qualifications; however, there were statistically significant differences between the average scores of female teachers and educational supervisors and the years of experience variable. (Published abstract)