The present study aimed to measure and elucidate the level of awareness among science teachers in advanced grades, regarding the utilization of Artificial Intelligence (AI) within educational settings. To address the research questions posed, the study employed a sequential explanatory mixed-method design, consisting of two phases: the initial quantitative phase involved developing an awareness scale for AI applications, that encompassed three dimensions representing awareness in the fields of knowledge, skills, and attitudes. This scale was then administered to a random sample of 173 science teachers from grades 10 to 12. The quantitative findings demonstrated that science teachers exhibit a moderate level of cognitive awareness and a lower level of skills-based awareness. Concurrently, the results recorded significantly positive attitudes towards the integration of AI applications in education. Furthermore, the statistical analysis revealed that neither scientific specialization nor teaching experience significantly influenced teachers’ level of awareness. However, the analysis confirmed that awareness levels was significantly affected by variables such as gender and participation in training courses. The qualitative phase was predicated on interpreting the quantitative findings and further elaborating the results through focus-group interviews conducted with a selected subset of the initial sample, consisting of 24 participants. The interview data revealed that the moderate level of cognitive awareness arises from an interaction between intrinsic developmental motivations and filed- specific barriers. Conversely, the limited skills awareness is attributed to a combination of psychological, social, technological challenges, alongside educational and organizational obstacles. Additionally, interviews data indicated that the positive attitudes stem from the teacher’s belief that AI applications stimulate educational performance and support curricula and teaching methods, thereby enhancing educational efficiency. Moreover, the differences in awareness levels between gender were interpreted as due to variance in human nature, time availability, and social influences. In terms of training, science teachers affirmed to the effectiveness of training courses in fostering awareness of AI applications in education. Based on the results obtained, the study recommends designing practical awareness programs; designed to cultivate comprehensive awareness of AI applications among teachers, along with the implementation of policies that facilitate the integration of intelligent applications into the educational system