The Level of Use of Educational Artificial Intelligence Among Islamic Education Teachers in Nineveh Governorate and its Relationship with Some Variables

Research Aim and Problem. This research aims to determine and evaluate the level of use of (educational) Artificial Intelligence (AI) among male and female Islamic Education teachers in Nineveh Governorate. It also seeks to explore the nature of the relationship between AI use and a set of important variables, including specific characteristics (such as gender, qualification, and years of service), training background, and the availability of infrastructure. The research problem stems from the systematic need to assess the extent to which Islamic Education teachers in the governorate adopt educational AI applications and tools, especially given the accelerating technological development. Methodology and Sample, the study adopted the descriptive methodology to collect and analyze data from a research sample of (182) teachers in Nineveh Governorate, who were selected randomly from the total population of (2,680) teachers.

        Key Findings; The main findings revealed that the level of educational AI use among the sample members was very low. The mean score for use reached (0.97), which is significantly close to the "Rarely" alternative on the scale. The research attributed this marked decrease in use to: Lack of Technical Infrastructure: The shortage of necessary technical infrastructure, devices, and tools for AI in educational institutions. Weak Readiness: The limited psychological and financial capacity and readiness among the majority of teachers. The results also indicated no statistically significant differences in the level of AI use attributable to variables such as years of service.

         Conclusions, Recommendations, and Suggestions; Based on these findings, the researchers reached several conclusions, including the weak psychological and financial capacity and readiness of most teachers to keep pace with the developments in this field. This is further exacerbated by the lack of time available for teachers to attend courses that qualify them to learn how to properly use these AI technologies, tools, and software. The researchers recommended: The necessity of providing technical infrastructure. The preparation and implementation of specialized training courses. The development of AI systems that align with the spiritual and ethical dimensions of Islamic Education teachings. They also proposed suggestions, including conducting an evaluative study to ascertain the quality and benefit of the applications and tools currently being used by teachers in teaching Islamic Education.