doi: 10.18178/ijiet.2025.15.7.2343
Jordanian Teachers’ Perceptions of Employing Artificial Intelligence Technologies in the Educational Process
Belal S. Rabab'h1,*
,
Nouf Almoray2
- 1Department of Mathematics, Science & ICT education, Bahrain Teachers College, University of Bahrain, Zallaq, Bahrain
- 2Department of Education Studies, Bahrain Teachers College, University of Bahrain, Zallaq, Bahrain
- Manuscript receivedOctober 13, 2024
- revisedNovember 12, 2024
- acceptedFebruary 25, 2025
- publishedJuly 14, 2025
Abstract
The objective of this study was to ascertain the perspectives of Jordanian teachers regarding the integration of artificial intelligence technology into the educational process. A descriptive approach was used to analyse a sample of 261 male and female teachers from public schools in Irbid, northern Jordan. The study found that, Jordanian teachers have high perceptions of using artificial intelligence in the educational process, which are divided into five categories: assessment, teaching, planning, educational activities and managing student behaviour. Additionally, the research showed that these perceptions are more positive among male teachers and those with graduate degrees. However, they are not related to the teachers’ experience or training courses they attended. The study recommends that further studies should be conducted on Artificial Intelligence (AI)-based learning, such as Personalized Learning, Intelligent Tutoring Systems (ITS), and Simulated Learning Environments involving artificial intelligence, particularly in higher education. Furthermore, training courses and workshops should be provided on how to apply artificial intelligence effectively in the educational process, according to the study.
Keywords
- artificial intelligence
- artificial intelligence technologies
- educational process
- in-service teachers
How to Cite
Belal S. Rabab'h and Nouf Almoray, "Jordanian Teachers’ Perceptions of Employing Artificial Intelligence Technologies in the Educational Process," International Journal of Information and Education Technology, vol. 15, no. 7, pp. 1418-1427, 2025. https://doi.org/10.18178/ijiet.2025.15.7.2343
Copyright & License
Copyright © 2025 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).