واقع توظيف معلمي الدراسات الاسلامية في التعليم العام لتطبيقات الذكاء الاصطناعي واتجاهاتهم نحوها
This study investigates how Islamic Studies teachers in public education incorporate artificial intelligence (AI) applications into their teaching practices, as well as their overall attitudes toward these technologies. It also explores whether demographic factors such as teaching experience, job rank, academic qualification, or educational stage influence their use of AI. A descriptive-analytical approach was employed, using a structured questionnaire and an attitude scale to gather data from all 135 Islamic Studies teachers in public schools overseen by the Al-Diriyah Education Office in Riyadh. The results showed a moderate level of AI integration across the three main teaching domains: planning, instruction, and assessment (mean score = 2.739). Teachers' attitudes toward AI were generally positive, particularly in the cognitive (mean = 3.425) and affective (mean = 3.412) dimensions, while behavioral attitudes were moderately positive (mean = 3.342). Significant differences in AI use were found based on teaching experience and job rank, but not on academic qualification or teaching level. The study recommends enhancing professional development initiatives and creating specialized instructional guides to support the effective use of AI technologies in Islamic Studies education. (Author’s abstract)