Integrating Artificial Intelligence Into Instructional Practices And Teachers’ Attitudes Toward It in HKJ
DOI:
https://doi.org/10.29284/z8s0nz60Keywords:
Artificial intelligence; instructional practices; teachers’ attitudes; education in Jordan.Abstract
This study aimed to provide an analytical description of the current state of artificial intelligence (AI) integration in instructional practices, to examine teachers’ attitudes toward its use, and to identify educational challenges related to the ethical dimensions accompanying AI implementation within the Jordanian educational context. The study adopted a descriptive–analytical approach and relied on quantitative data collected through a questionnaire administered to a large sample of 1,080 male and female teachers representing diverse educational stages and academic specializations, thereby enabling a comprehensive examination of prevailing attitudes and usage patterns.
The findings indicate that AI is predominantly employed in preparatory tasks associated with lesson planning and the development of instructional materials, whereas its use remains limited in evaluative tasks that require precise pedagogical judgment. This pattern reflects a relatively advanced level of professional awareness among teachers regarding the boundaries of AI’s role and underscores the importance of maintaining core educational responsibility within the domain of human judgment and pedagogical expertise.
The results further reveal that teachers’ attitudes toward AI are characterized by cautious positivity, as teachers acknowledge its potential educational value as a supportive tool rather than a substitute for the teacher. At the same time, increasing ethical and pedagogical concerns were identified, particularly those related to academic integrity, the accuracy of AI-generated outputs, and the potential impact of these technologies on students’ higher-order thinking skills and cognitive autonomy.
Moreover, the findings demonstrate the presence of statistically significant differences in teachers’ attitudes and patterns of AI use attributable to variables such as academic qualification, specialization, gender, and years of experience. In light of these findings, the study emphasizes the importance of adopting a balanced educational approach to AI integration—one that is grounded in structured professional development, sustained institutional support, and the establishment of clear ethical and regulatory frameworks to ensure responsible, human-centered educational use of AI technologies.
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This work is licensed under a Creative Commons Attribution 4.0 International License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
