نوع المستند : المقالة الأصلية
المؤلفون
1 قسم علم النفس التربوي-كلية التربية -جامعة كفر الشيخ
2 قسم المناهج وطرق التدريس وتكنولوجيا التعليم- كلية التربية - جامعة كفر الشيخ
المستخلص
الكلمات الرئيسية
الموضوعات الرئيسية
عنوان المقالة [English]
المؤلفون [English]
Abstract:
This research aims to examine the relationships between attitudes toward integrating artificial intelligence (AI) in teaching, digital competence, and self-directed learning orientation, as well as to determine the levels of these three variables among the participants. Additionally, the study investigates gender-based differences, differences related to academic year, and the predictive potential of attitudes toward integrating artificial intelligence (AI) in teaching and digital competence on self-directed learning orientation. The sample consisted of 590 pre-service teachers from the Faculty of Education, Kafrelsheikh University, with a mean age of 21.4 years (SD = ±1.2). Researcher-developed scales were used to measure attitudes toward integrating AI in teaching, digital competence, and self-directed learning orientation, after verifying their validity and reliability. Statistical analyses revealed significant positive correlations among attitudes toward integrating AI in teaching, digital competence, and self-directed learning orientation, with moderate levels observed for all three variables. No significant differences were found between males and females in any of the three variables. Regarding academic year, significant differences were found in favor of fourth-year students in self-directed learning orientation, while no differences were observed in attitudes toward integrating AI in teaching or digital competence. Finally, predictive analysis indicated that self-directed learning orientation can be predicted by both attitudes toward integrating AI in teaching and digital competence. Based on these findings, several recommendations and directions for future research are proposed.
الكلمات الرئيسية [English]
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