Applying Artificial Intelligence in Managing the Professional Development of Teachers in Public Schools in Al-Khobar Governorate (A Proposed Framework)

Abstract

This study aimed to identify the reality of applying artificial intelligence in professional development management for female teachers in public schools in Al-Khobar Governorate. The study also aimed to identify the challenges limiting its application, and present a proposed framework for its application. The study adopted a descriptive survey methodology. The study population consisted of 2,864 female teachers and school principals. A simple random sample of (354) respondents was selected based on Krejcie and Morgan's table, and a questionnaire was used as the data collection tool. The results showed that the overall reality of applying AI was at a high level (mean = 3.67), with decision support recording the highest mean (4.23), while the digital infrastructure level was moderate (mean = 3.40). The level of challenges was moderate tending toward high (mean = 3.40), with technical, financial, and strategic planning weaknesses being the most prominent. The proposed framework included a philosophy, foundational principles, objectives, justifications, requirements, mechanisms, and implementation obstacles. The study recommended developing a national policy, allocating sufficient budgets, establishing specialized technical support units, and integrating AI into school plans.