English abstract
This study aimed to reveal the reality of employing artificial intelligence applications in teaching science curricula from the perspective of experts, the challenges that hinder their employment, and to present proposals for their use in teaching science curricula from the perspective of experts. The study employed a mixed approach, and the sample consisted of (230) experts from science teachers and supervisors and principals of basic education schools (second cycle) in three governorates: North Al Sharqiyah Governorate, Muscat Governorate, and Al Dakhiliyah Governorate. To achieve the objectives of the study, an electronic questionnaire was designed, the validity and reliability of which were verified to ensure its applicability. This questionnaire included three main domains, which included (34) items, which were distributed to the study sample, which included (200) experts from science teachers, through an electronic link. Focus group interviews were also conducted after verifying their validity, with (30) science supervisors and principals of basic education schools (second cycle), and the procedural treatment was carried out during the second semester of the academic year 2023/2024.
The results showed the reality and challenges of employing science teachers in basic education schools (second cycle) in the governorates of North Al Sharqiyah, Muscat, and Al Dakhiliyah for artificial intelligence applications, which were at a moderate level, and among the challenges: Challenges related to the teacher; such as the low level of awareness of the concept of artificial intelligence and its applications, and the refusal of some teachers to abandon traditional methods, and challenges related to artificial intelligence applications; such as the high cost of some artificial intelligence applications and concern about breaching the privacy of personal data, and administrative challenges: such as the large content of science curricula and the weakness of communication networks and their unavailability in some areas.
The results also revealed that the proposals to employ science teachers in basic education schools (second cycle) in the governorates of North Al Sharqiyah, Muscat, and Al Dakhiliyah for artificial intelligence applications were at a high level. The results also indicated that there were no statistically significant differences at the level of (0.05) between the average response of the study sample regarding the challenges that hinder the use of artificial intelligence applications in teaching science curricula in basic education schools (second cycle) in the governorates of North Al Sharqiyah, Muscat, and Al Dakhiliyah, attributed to the variable of gender, number of years of experience, number of training courses, and educational governorate.
The most prominent recommendations of the study were to develop a comprehensive national plan to enable the use of artificial intelligence applications in the schools of the Sultanate, and to align curricula with the renewed digital revolution so that they include digital aids that help science teachers in interpreting and explaining information to students, and many other valuable recommendations.
