الملخص الإنجليزي
As artificial intelligence emerges in Oman’s education system, it offers personalised
learning and data-driven insights. However, teachers face many barriers, including lack
of support and inadequate skills, holding back the integration of these technologies.
Addressing these challenges, this study aims to design, develop, and implement a
professional development program for teachers on artificial intelligence tools for
education. It also aims to determine the impact of the professional development program
on the participant teachers’ utilisation and attitudes towards the artificial intelligence tools.
To achieve that, a descriptive analytical design is utilised, employing quantitative and
qualitative data. The research tools, including a questionnaire and semi-structured
interviews, were validated and utilised to collect data needed to answer the research
questions. The sample of the study are 35 Omani teachers from a school in Muscat who
actively attended and participated in the professional development program. Findings
reveal that teachers utilise artificial intelligence tools for diverse purposes, including
enhancing student engagement, improving efficiency, saving time, and promoting
collaboration among students. Teachers utilised various artificial intelligence tools into
their pedagogical practices, including ChatGPT, Adobe Express, Narakeet, Bing Image
Creator, and QuizGPT. The findings also revealed that teachers exhibit various
proficiency levels in utilising artificial intelligence tools, some of them had moderate level
of proficiency, while others struggled to use the tools. Moreover, the majority of
participant teachers exhibit positive attitudes towards artificial intelligence tools, time
constraints, lack of training, and technological challenges are obstacles that hinder the
utilisation of these resources for teachers. In light of the study findings, future research
should focus on long-term impact studies, action research involving teachers as active
participants, and the development of assessment tools tailored to measure the impact of
professional development programs on artificial intelligence utilisation and attitudes.
Future professional development programs should integrate theoretical frameworks like
the Community of Inquiry, consider long-term sustainability, and provide authentic
learning experiences for teachers.
