English abstract
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
