دور الذكاء الاصطناعي وعلاقتها بجودة التعليم عن بعد من وجهة نظر المعلمين

Abstract EN

This study aimed to identify the role of artificial intelligence and its relationship to the quality of distance education from the point of view of teachers.

To achieve this goal, the study used the analytical descriptive curriculum, where a questionnaire was developed consisting of (30) paragraphs distributed in three areas, to know the role of artificial intelligence and its relationship to the quality of distance education from the point of view of teachers, and the sample of the study reached (100) teachers and teachers in schools, and to process the data statistically used arithmetic averages, standard deviations, The results showed that the averages of the deviations of normative assessment of the Students ' Council of the measure of the role of artificial intelligence and its relationship to the quality of distance education from the point of view of teachers, came medium, ranging from where (3.39- 0.13) moderately.

The "curriculum and teaching" axis came in first grade, with an arithmetic average (3.45), and a standard deviation of (.25), with an average score, followed in second place by the "evaluation" axis with an arithmetic average (3.43)and a standard deviation of (.21), with an average score, and then third place the axis of “education" with an arithmetic average (3.79), and a standard deviation of (.22), and to an average degree.

As the results of the study showed the absence of statistically significant differences at the significance level (α=0.05) in the axes scale the role of artificial intelligence and its relationship to the quality of distance education from the point of view of teachers, according to the variable of gender, scientific qualification, years of experience.

The study recommended the holding of continuous training courses by the Ministry of education for teachers in the field of artificial intelligence technologies, their application and employment on the ground, the need to use artificial intelligence applications in educational institutions at all stages, and to redouble individual and social efforts in addressing any problems and obstacles that hinder and impede artificial intelligence.