نوع المستند : المقالة الأصلية
المؤلف
جامعة الكويت، كلية التربية، قسم المناهج وطرق التدريس
المستخلص
الكلمات الرئيسية
الموضوعات الرئيسية
عنوان المقالة [English]
المؤلف [English]
The study aimed to measure the artificial intelligence (AI) awareness level of pre-service teachers in the College of Education at Kuwait University. Additionally, it sought to explore the impact of some independent variables such as gender/sex, specialization, ICT certification, AI training courses, and ICT proficiency (self-efficacy level) on their perceptions and awareness level. The study employed a descriptive analytical quantitative research methodology as its scientific research approach, which was suitable for achieving its research objectives. Data were collected using an online questionnaire, consisting of 36 items after it was validated and tested for reliability, distributed electronically to a purposive stratified sample of 555 pre-service teachers during the first (fall), second (winter/spring), and third (summer) semesters of 2023/2024 academic year. The study revealed that the awareness level of pre-service teachers at the College of Education, Kuwait University, regarding AI was generally categorized as “high” (M = 3.66, SD = 0.68, RII = 0.73). The results revealed that their awareness level was “high” for the majority of the scale items (35 statements), except for statement no. 19, which obtained a “very high” rating. Furthermore, the findings showed no statistically significant differences at the significance level 0.05 (α ≤ 0.05) among the means of the pre-service teachers’ responses attributed to the variables of specialization (literary, scientific), and ICT certification (holding an international ICT certificate, with no international ICT certificate), within the entire instrument/scale. As for the variables of gender (male, female), participation in AI training courses (attended, did not attend), and ICT proficiency (beginner, intermediate/competent, advanced/proficient), the results demonstrated statistically significant differences in the means of participants’ responses, in the overall tool/scale, in favor of the following: the gender/sex variable favored males, the participation in AI training courses variable favored pre-service teachers who attended previous training courses in AI, and the ICT proficiency level variable showed differences in only one pair, namely (beginner, intermediate/competent), in favor of participants with higher ICT proficiency levels (intermediate/competent). The study concluded with some recommendations, including: (1) Disseminating awareness of the AI culture and promoting optimal utilization of its smart technologies and applications in the field of education among teachers; (2) Providing continuous training and awareness for teachers regarding AI technologies and applications, and how to effectively integrate and employ them in teaching and learning; (3) Preparing an interactive digital educational guide on the applications of AI in teaching and learning; (4) Incorporating the subject of AI, along with its various topics, into educational curricula in schools and universities, as well as integrating it into professional academic programs for teacher preparation; and (5) Enhancing coordination, partnership, and collaboration -locally, regionally, and internationally - among educational institutions, authorities, and organizations specialized in AI, this aims to promote and increase awareness in the field of AI and leverage the experiences and expertise of others in this vital domain.
الكلمات الرئيسية [English]
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