درجة استخدام معلمي التربية الإسلامية لتطبيقات الذكاء الإصطناعي في عمان ومعوقات لإستخدامها من وجهة نظرهم
This study aimed to examine the extent to which Islamic Education teachers in Amman utilize artificial intelligence (AI) applications from their perspective, further aimed to identify the main obstacles preventing their use. The study adopted a descriptive approach, and to achieve its objectives, two Questionnaires were developed. The first Questionnaire consisted of demographic information followed by (32) items distributed across four dimensions: lesson planning, lesson implementation, lesson evaluation, and lesson management. The second Questionnaire comprised demographic information and (10) items . The study population included (474) Islamic Education teachers in private schools in Amman. A total of (220) responses were retrieved during the first semester of the 2024-2025 academic year. The study's findings revealed that the degree of AI application usage among Islamic education teachers in Amman was moderate. Moreover, no statistically significant differences were found at a significance level of (α = 0.05) based on gender or teaching experience, except for the academic qualification variable, which showed a preference for bachelor's degree holders over those with postgraduate qualifications. Regarding obstacles to AI application usage, the results were also moderate, with no statistically significant differences at the (α = 0.05) level based on gender, academic qualification, or teaching experience. The study provided several recommendations, most notably the need to conduct training courses for Islamic education teachers to develop their technical skills related to AI applications. It also emphasized the importance of guiding decision-makers toward creating applications tailored to the Islamic education curriculum, addressing obstacles that hinder their usage, and adopting applications grounded in Islamic principles and ethics. (Author’s abstract)