جاهزية طالبات كلية التربية والآداب بجامعة صحار لدمج الذكاء الاصطناعي في التدريس: الاتجاهات والمعوقات

المؤلفون

DOI:

https://doi.org/10.35696/m4kaft71

الكلمات المفتاحية:

الذكاء الاصطناعي، التربية العملية، القبول النفسي، إعداد المعلمين

الملخص

هدف البحث إلى استكشاف جاهزية طالبات كلية التربية والآداب بجامعة صحار لدمج الذكاء الاصطناعي في التدريس، من خلال دراسة اتجاهاتهن نحو هذا الدمج وتحديد أبرز التحديات التي تحول دون تطبيقه، اعتمد الباحثون على المنهج الوصفي، وتكوّنت عينة الدراسة من (217) طالبة من مختلف البرامج الدراسية، اخترن بالطريقة العشوائية المتيسرة من بين الطالبات المتدربات ميدانيًا في الفصل الثاني من العام الأكاديمي 2025-2026، واستُخدمت الاستبانة أداةً بحثية بعد التحقق من صدقها وثباتها. كشفت النتائج عن اتجاهات إيجابية مرتفعة جدًا نحو دمج الذكاء الاصطناعي في التدريس بمتوسط كلي بلغ (4.23)، وتصدّر الفقرات إيمان الطالبات بدور الذكاء الاصطناعي في تعزيز دافعية التعلم (4.54)، في حين أبدت الطالبات قلقًا ملحوظًا من احتمال إحلاله محل دور المعلمة (3.31). كما جاء التحديات بمستوى مرتفع أيضًا بمتوسط (3.77)، وتمثّل أبرزها في التكلفة المالية لتطبيقات الذكاء الاصطناعي (4.20)، وكثافة المنهج وضيق وقت الحصة (4.10). كما كشفت النتائج عن فجوة واضحة بين القبول النفسي المرتفع والجاهزية التطبيقية الفعلية. وقد أوصى البحث بإدراج مقررات تطبيقية في برامج إعداد المعلمين، والتفاوض مع شركات التقنية للحصول على تراخيص تعليمية مخفّضة، وتطوير البنية التحتية الرقمية في المدارس، فضلًا عن توفير محتوى تدريبي باللغة العربية، وإدراج وحدات الاستخدام الأخلاقي للذكاء الاصطناعي ضمن برامج الإعداد.

التنزيلات

تنزيل البيانات ليس متاحًا بعد.

المراجع

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التنزيلات

منشور

2026-06-12

إصدار

القسم

قسم1

كيفية الاقتباس

الكعبي س., الكعبية ف. ب. س., & البريكية أ. ب. م. (2026). جاهزية طالبات كلية التربية والآداب بجامعة صحار لدمج الذكاء الاصطناعي في التدريس: الاتجاهات والمعوقات. مجلة الآداب, 14(2), 9-33. https://doi.org/10.35696/m4kaft71

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