The Impact of Artificial Intelligence on Students in the First Three Grades in Basic Schools in the City of Amman-Jordan from The Perspective of Their Teachers

Abstract

Nowadays Artificial Intelligence (AI) affects most of our lives; it is positive in some ways, but there are limitations in others. Teachers' perceptions of AI are still poorly studied, despite ongoing debate and growing research in the field. One of its main effects is on students in the first grades; however, this study aimed to investigate the effect of AI on the first three grades of students in basic schools in the governorate of the capital Amman Jordan, from the perspective of its teachers as a case study. The study was performed using a scientific questionnaire, and 125 participants completed this survey. The findings of an analysis of teachers' beliefs regarding using AI technologies to teach the first three grades in elementary schools in Jordan's capital, Amman Governorate, are presented in detail. As a result of the significance of these axes in educational curricula and strategies, as well as related sustainability, the focus was on five axes in the questionnaire questions: the validity of information derived from artificial intelligence, supporting students' technical knowledge and conceptual knowledge, focusing on development practices for students' skills, and finally achieving educational outcomes. The findings show that in-service teachers need to be trained to use current AI-based tools more effectively. To integrate AI into regular education, teachers must participate in the process of co-designing materials while taking into account contextual circumstances and, most importantly, curricula. Teachers' input during the development can help put AI in perspective, resulting in tangible effects and significant educational advances.