Difficulties in Using Artificial Intelligence Applications in Secondary Schools in Latakia from the Teachers' Perspective

Abstract

This study aims to identify the challenges associated with the use of artificial intelligence (AI) in secondary schools from teachers’ perspectives, and to examine differences in their views according to gender, academic qualification, years of experience, and training courses. To achieve these objectives, a descriptive research approach was adopted, using a questionnaire distributed to a stratified random sample of 152 teachers.The findings revealed that the moderate level of challenges related to AI use in secondary schools was high. Material-related challenges ranked first with a high level of agreement, followed by technical challenges, with a moderate level of agreement. In contrast, human resource challenges ranked last, with a moderate level of agreement. The results also indicated statistically significant differences in teachers’ responses based on gender and participation in training courses, favoring male teachers and those who had completed training programs. Additionally, significant differences were found based on academic qualification, in favor of teachers holding postgraduate degrees or diplomas. However, no statistically significant differences were found based on years of teaching experience.