The Readiness of Female Students at the Faculty of Education and Arts, Sohar University, to Integrate Artificial Intelligence into Teaching: Trends and Obstacles
DOI:
https://doi.org/10.35696/m4kaft71Keywords:
Artificial Intelligence, Practical Training, Psychological Acceptance, Teacher PreparationAbstract
This study investigated the readiness of female students at the Faculty of Education and Arts, Sohar University to integrate Artificial Intelligence (AI) into teaching practice, focusing on their attitudes and the challenges they face. Employing a descriptive methodology, the researchers surveyed 217 students selected through convenient random sampling from those engaged in field training during the second semester of 2025–2026. The results showed highly positive attitudes toward AI integration (mean = 4.23), with the strongest belief in its role in boosting learning motivation (4.54), though concerns remained about AI potentially replacing teachers (3.31). Challenges were rated at a high level (mean = 3.77), particularly the financial cost of AI applications (4.20) and the heavy curriculum combined with limited class time (4.10). The findings highlighted a gap between psychological acceptance of AI and practical readiness for its application. Accordingly, the study recommended adding applied courses to teacher preparation programs, negotiating discounted educational licenses with technology companies, improving digital infrastructure in schools, providing training content in Arabic, and embedding modules on the ethical use of AI within teacher preparation curricula.Downloads
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