The reality of using artificial intelligence applications in developing primary school curricula from the point of view of classroom teachers in the Rusaifah district
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Abstract
The research aimed to investigate the requirements for developing primary school curricula in light of artificial intelligence from the perspective of primary school teachers in Jordan. The descriptive-analytical approach was adopted, and a survey questionnaire was developed to collect data from a sample of 200 teachers working in primary schools in Al-Rusayfah district. The results indicated that providing tools for analyzing big data and advanced machine learning to analyze educational data and guide the design of innovative scientific curricula is one of the most crucial requirements for employing AI technologies in curriculum development. However, the results also pointed out financial, cultural, and social challenges that hinder the adoption of these applications. Finally, the results revealed several strategies that could facilitate the utilization of these technologies in curriculum development and the educational process, most notably by providing the necessary resources and supportive platforms. The study recommended that relevant authorities prioritize the provision of necessary financial resources for implementing smart technologies in curriculum development, including the provision of necessary equipment and software, as well as training teachers and developing their skills through continuous training programs to learn how to effectively use smart technologies in teaching and curriculum development.
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Artificial Intelligence, Primary Stage, Curriculum
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