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The Effect of Artificial Intelligence on Enhancing Education Quality and Reduce the Levels of Future Anxiety among Jordanian Teachers |
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PP: 279-290 |
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doi:10.18576/amis/190205
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Author(s) |
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Mohammad A. Beirat,
Dana M. Tashtoush,
Mohamad A. S. Khasawneh,
Emad A. Az-Zo’bi,
Mohammad A. Tashtoush,
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Abstract |
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| As it embarks on its digital transformation journey and strives for ambitious education changes, Jordan faces two critical issues: teacher burnout and the incorporation of technology. This cross-sectional survey research aimed to discover how burned out secondary school teachers were, how confident they were in technology, and how they felt about the incorporation of AI. Stratified random sampling was used to choose a subset of the 893 educators in Irbid province. A worrisome 20.3 mean feeling emotionally drained score, indicating a burnout risk, was found using validated scales in a study of 57 educators. Encouraging digital education platforms (2.99 mean) and administration and resolution of technological problems (2.88 mean) were areas in which instructors reported less proficiency, while they were relatively competent in basic usage of general technology (3.65 mean). Human control was still highly valued, but there was cautious optimism about AI’s ability to computerize grading (68.4% positive), automated administration tasks (78.8% good), and customized education (76.1% positive). The regression analysis found that experience and gender had a significant impact on burnout and technology confidence, emphasizing the importance of professional development. The qualitative results highlighted the practical factors that contribute to teachers’ stress. The study’s implications encompass policies that prioritize teachers, integrate AI to automate administrative tasks to a limited extent, and involve teachers in the digital transition as partners who prioritize student welfare over test scores. Additionally, the study suggests conducting localized research to inform solutions that are appropriate to specific contexts.
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