Student Teachers’ Attitudes towards the Use of ChatGPT in Teaching

The study aimed at identifying student teachers’ attitudes towards the use of ChatGPT application in teaching in relation to the length of teaching experience, specialism and cumulative GPA. The sample included student teachers on practicum on the Postgraduate Professional Diploma in Teaching Program in the College of Education, Humanities and Social Sciences, Al Ain University, during the first semester of the academic year 2024/2025. The study used a questionnaire of (22) items distributed under three domains, namely: Planning, Implementation and Evaluation.The results of the study showed that the mean scores of student teachers' attitudes in the combined domains were high, with domain of evaluation on top with the highest mean score of (4.06), the domain of planning for teaching was ranked last with a mean score of (4.03). The results showed that there were no statistically significant differences between student teachers’ attitudes towards the use of ChatGPT application based on the cumulative GPA variable. Nonetheless, there were statistically significant differences in these attitudes in terms of the effect of the variable of years of experience, in favor of teachers with long experience. As for the effect of specialism, data revealed that there were statistically significant differences in favor of scientific disciplines.