{
    "@context": "https://schema.org",
    "@type": "ScholarlyArticle",
    "headline": "Perspectives of Teachers on the Employ of Educational  Artificial Intelligence Tools in Education: The Case of the Gaza  Strip, Palestine",
    "name": "Perspectives of Teachers on the Employ of Educational  Artificial Intelligence Tools in Education: The Case of the Gaza  Strip, Palestine",
    "abstract": "Abstract\r\n · Eqbal Radwan5  · \r\nThis study is aimed at investigating teachers’ perspectives on the use of EAITs in educa\r\ntion. This study uses a mixed-method cross-sectional design, including a quantitative study \r\nand a qualitative study, targeting Palestinian teachers in the academic year 2022–2023. In \r\nthe quantitative section, we recruited a convenience sample of 264 teachers from schools \r\nfrom November 20, 2022, to June 30, 2023. We gathered data by using an online, well\r\nstructured, and self-administered survey with 35 items. The survey tool was composed \r\nof seven sections: (A) demographic information, (B) constructivist pedagogical beliefs \r\n(CPB), (C) transmissive pedagogical beliefs (TPB), (D) perceived trust (PT), (E) perceived \r\nusefulness (PU), (F) perceived ease of use (PEU), and (G) behavioral intention (BI). In the \r\nqualitative section, 15 teachers were interviewed in focus group discussions by two trained \r\nresearchers. Descriptive statistics and an inductive content analysis approach were used to \r\nanalyze quantitative and qualitative data, respectively. The results showed that the median \r\nvalue of the total CPB scores was very high (4.40, IQR = 4.2–4.8) and TPB was low (2.40, \r\nIQR = 2.00–3.05). In addition, the median value of the total PT (3.50, IQR = 3.00–4.00), \r\nPU (4.00, IQR = 3.75–4.5), PEU (3.50, IQR = 3.00–4.00), and BI (4.00, IQR = 3.67–4.33) \r\nscores was high. Males had a significantly higher median score of PT when compared to \r\nfemales (4.00 versus 3.50, respectively; p = 0.033). Teachers aged 22–30 were the highest \r\nin the median score of PT as compared to their other counterparts (3.75; p = 0.037). Also, \r\nteachers who employ technology in education and those who attend courses related to AI \r\nin education had a significantly higher median score of PT, PU, PEU, and BI than teach\r\ners who did not employ various technologies in education. Also, teachers who work in \r\nprivate schools had the highest median score of PEU as compared to their counterparts \r\n(4.00; p = 0.014). Teachers who have scientific backgrounds had a significantly higher \r\nmedian score of BI than teachers who have art backgrounds (4.00 versus 3.99, respectively; \r\np = 0.009). More detailed research is needed on the impact of employing EAITs on school \r\nstudents and teachers in education",
    "author": [
        {
            "@type": "Person",
            "name": "rania"
        }
    ],
    "datePublished": "2026-06-18T09:16:00+00:00",
    "inLanguage": "en",
    "keywords": "Educational artificial intelligence tools (EAITs) · Constructivist pedagogical  beliefs · Transmissive pedagogical beliefs · Perceived trust · Perceived usefulness ·  Perceived ease of use · Behavioral intention",
    "isAccessibleForFree": true,
    "license": "https://creativecommons.org/licenses/by/4.0/",
    "url": "https://engineering.stardomuniversityscientificjournals.edu.eu/research/perspectives-of-teachers-on-the-employ-of-educational-artificial-intelligence-tools-in-education-the-case-of-the-gaza-strip-palestine",
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    "publisher": {
        "@type": "Organization",
        "name": "Stardom Scientific Journal of Natural and Engineering Sciences",
        "url": "https://engineering.stardomuniversityscientificjournals.edu.eu/",
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    "isPartOf": {
        "@type": "Periodical",
        "name": "Stardom Scientific Journal of Natural and Engineering Sciences",
        "issn": "2980-3756"
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}