Employing Generative Artificial Intelligence Applications of Teachers in Jerusalem Schools

This study aimed to investigate the reality of employing generative artificial intelligence (Gen AI) tools in the educational process by lower basic stage (1-4) teachers in the Directorate of Education in Jerusalem, and its relationship to certain variables. To achieve the study's objectives, the descriptive survey methodology was used. The study sample consisted of (128) male and female teachers of the lower basic stage (1-4). A questionnaire was developed as a data collection tool, comprising (25) items distributed across five domains, its validity and reliability were verified. The results indicated that the reality of employing (Gen AI) tools in the educational process by lower basic stage (1-4) teachers in the Directorate of Education in Jerusalem was at a moderate level on the overall scale. The domains of future orientations for employing (Gen AI) tools, the effects of using (Gen AI) tools, and support and development areas for employing (Gen AI) tools were at a moderate level. The domains of knowledge of (Gen AI) tools and the use of (Gen AI) tools in the educational process were at a low level. The study also revealed statistically significant differences attributed to the variable of years of experience, in favor of those with (5) years of experience or less, and statistically significant differences attributed to the variable of prior training in two domains: the effects of using (Gen AI) tools in education, and future orientations for employing (Gen AI) tools in education, in favor of those who received prior training. The study concluded with a set of recommendations, most notably: the necessity of developing a national strategy at the level of the Ministry of Higher Education and Scientific Research to integrate generative artificial intelligence tools into education.