TEACHERS' PERCEPTIONS OF THE USE OF ARTIFICIAL INTELLIGENCE TECHNIQUES IN EDUCATION AND THEIR IMPACT ON THEIR PROFESSIONAL ROLES

Abstract

This research aims to investigate teachers’ perceptions regarding the use of artificial intelligence (AI) techniques in education and to analyze the impact of these perceptions on their professional roles—particularly instructional, administrative, and evaluative functions. The study adopted a descriptive-analytical methodology appropriate for exploring attitudes and practices within real educational contexts. A validated and reliable questionnaire was employed as the primary data collection tool, designed to measure three core domains: teachers' perceptions of AI, its impact on instructional roles, and its influence on administrative and assessment-related duties. The sample consisted of 178 male and female teachers from schools within the Green Line, selected using a stratified random sampling method to ensure diversity across variables such as gender, years of experience, educational level, and school type. The main research questions focused on the extent of teachers’ acceptance of AI, its influence on their professional responsibilities, and whether significant differences exist based on demographic variables.

Findings revealed that teachers held highly positive perceptions toward AI, particularly in enhancing assessment practices and supporting personalized learning. However, their level of technical knowledge was moderate, suggesting a gap between positive attitudes and practical competence. Statistically significant differences were found in favor of less experienced teachers, whereas no significant gender-based differences were observed. Technical proficiency emerged as the strongest predictor of positive attitudes toward AI integration. Based on these outcomes, the study recommends implementing structured professional development programs targeting the effective use of AI in classrooms, integrating AI concepts into teacher preparation curricula, upgrading digital infrastructure, and fostering a culture of lifelong learning and innovation. These steps are essential to reshaping teachers’ roles in alignment with the demands of 21st-century education and technological transformation.