The Extent of Readiness of Science and Social Studies Teachers to Employ Artificial Intelligence in Education in the City of Al Marj

Abstract

The study aimed to investigate the readiness and attitudes of teachers in both basic and
secondary education stages toward employing artificial intelligence technologies in the
educational process in Al-Marj city. It also sought to determine their level of awareness,
technical skills, and the obstacles they face, while reviewing their proposals for professional
development. The sample consisted of 66 male and female teachers. The results revealed that
attitudes toward artificial intelligence were highly positive, whereas the levels of awareness
and technical skills were moderate. The study also identified moderate obstacles, most notably
weak infrastructure and limited training. Furthermore, the findings showed that the proposals
for professional development were rated highly, reflecting a strong recognition of the
importance of integrating artificial intelligence into teacher preparation programs. No
significant differences were found among the sample members in terms of readiness level. The
study concluded that readiness to employ artificial intelligence is a common trend shared by all
teacher groups, and that the decisive factors in implementation lie in training, institutional
support, and infrastructure development .