Language teachers’ perspectives on artificial intelligence in education: administrative and pedagogical standards in Jordan
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Abstract
The study aims to identify the necessary conditions for implementing artificial intelligence technologies in the educational administrative process, as perceived by administrators and language educators in the Ministry of Education and its directorates in the Hashemite Kingdom of Jordan. A total of 350 language educators were included in the sample, selected through a random process. The study employed a descriptive analytical approach and utilised a questionnaire as the primary research instrument. The inclusion comprised three axes that symbolise the educational, administrative, and technical prerequisites for the utilisation of artificial intelligence technologies in the educational administrative procedure. The study's findings indicated that the participants exhibited a moderate level of agreement regarding the educational requirements, while demonstrating a high level of agreement regarding the administrative requirements. The level of consensus regarding the technical requirements was significantly higher in comparison to the educational and administrative requirements. Furthermore, it was evident that there were no statistically significant disparities in the responses of the participants based on gender, academic rank, and years of experience, in relation to the educational, administrative, and technical prerequisites for utilising artificial intelligence technologies. The study provided several recommendations, with the most crucial one being to thoroughly examine the anticipated challenges in implementing artificial intelligence in educational institutions and addressing them.
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