AI-powered education: Revolutionizing teaching and learning through artificial intelligence in Jordan
Main Article Content
Abstract
This paper examines the integration of AI-powered tools in educational settings and focuses on teacher satisfaction, perceived effectiveness, and problems with adopting AI. It used a mixed methodology; it combined a quantitative structured survey with closed-ended and five open-ended questions to check the educators’ views on this issue.-. The survey was created online using Google Forms. It was disseminated online, such as Facebook, LinkedIn, and Twitter. The survey received 300 respondents; the closed questions were statistically analyzed, while the open-ended questions were thematically analyzed. The results reflect a notable discrepancy in the satisfaction level; however, almost half of the respondents are dissatisfied with the integration of AI, while two-thirds recognize the benefits of its use in improving efficiency in teaching and personalized learning. The paper also unearths significant challenges, such as a steep learning curve and ethical issues like bias and privacy concerns. However, most educators believe in AI's possibilities, especially changing the whole phase of education through personalization and automation. Consequently, the debate emphasizes the issues of continuous training, transparency, and participation in the argument of AI in Education. The paper concludes with a final plea: balance the advanced integration of AI with inclusiveness, transparency, and alignment with educational goals to realize the maximal potential of these tools for revolutionizing teaching and learning.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
This open-access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license.
You are free to: Share — copy and redistribute the material in any medium or format. Adapt — remix, transform, and build upon the material for any purpose, even commercially. The licensor cannot revoke these freedoms as long as you follow the license terms.
Under the following terms: Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
No additional restrictions You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
How to Cite
Share
References
Abuhmaid, A. (2013). ICT for Educational Excellence in Jordan: An Elusive Objective. In Information Systems Applications in the Arab Education Sector (pp. 119-135): IGI Global.
Aijun, Y. (2024). On the Influence of Artificial Intelligence on Foreign Language Learning and Suggested Learning Strategies. 4(2), 107-120.
Al-Zaidiyeen, N. J., Mei, L. L., & Fook, F. S. (2010). Teachers’ Attitudes and Levels of Technology Use in Classrooms: The Case of Jordan Schools. International Education Studies, 3(2), 211-218.
Chen, Z., Hirsh-Pasek, K., Golinkoff, R. M., & Evers, L. (2020). The AI Revolution in Education: AI-powered learning experiences in the classroom. Educational Technology Research and Development, 68(1), 139-162.
Kim, J. (2024). Leading teachers' perspective on teacher-AI collaboration in education. 29(7), 8693-8724.
Luckin, R., Holmes, W., Griffiths, M., & Forcier, L. B. (2016). Intelligence Unleashed: An argument for AI in education. London: Pearson.
Ng, D. F. S., Wong, C. P., & Liu, S. (2020). Future-ready learners: Learning, lifework, living, and habits of practices.
Roll, I., & Wylie, R. (2016). Evolution and revolution in artificial intelligence in education. International Journal of Artificial Intelligence in Education, 26(2), 582-599.
Saymeh, A. A. F., Ariqat, H., & Aqel, S. (2014). Higher education and scientific research of third world countries need professional support: Case of Jordan. 3(4), 245-255.
Sharma, S., & Kumar, N. (2024). NAVIGATING THE ETHICAL LANDSCAPE OF AI-BASED RESOURCES IN EDUCATION: IMPLICATIONS FOR LEARNING, PROPER USAGE, AND COURSE DESIGN ENHANCEMENT. 12(2), 92.
UNESCO. (2020). Jordan: ICT in Education. Retrieved from https://www.unesco.org/en
UNICEF. (2021). Education during COVID-19 and Beyond The Impact on Jordan. Available at: https://inee.org/sites/default/files/resources/Understanding%20the%20Impact%20of%20Covid-19%20on%20Education%20in%20Jordan%20Final%20Soft%20Copy%20-%20with%20Annex.pdf
van der Vlies, R. (2020). Digital strategies in education across OECD countries: Exploring education policies on digital technologies.
Wang, S., Wang, F., Zhu, Z., Wang, J., Tran, T., & Du, Z. (2024). Artificial intelligence in education: A systematic literature review. 252, 124167.
Yang, T.-C. (2023). Application of artificial intelligence techniques in university courses' analysis and assessment of digital competence. 26(1), 232-243.