"The Reality of Artificial Intelligence in the Educational Process: Between Technical and Pedagogical Challenges and Teachers’ Digital Skills"
TL;DR
The results underscore the necessity of systematic training programs, improved infrastructure, and clear educational policies to ensure that AI serves as a supportive tool rather than a substitute for teachers, thereby safeguarding the human dimension of the educational process.
Abstract
This study aims to identify the major technical and pedagogical challenges faced by teachers when using artificial intelligence (AI) applications in education, to analyze their impact on teaching quality and the teacher–student relationship, and to explore teachers’ training and technical support needs. The research also seeks to provide practical recommendations that enhance the effectiveness of AI applications in educational settings while ensuring their alignment with pedagogical goals and preserving the human role of the teacher. The study employed a descriptive-analytical methodology through a structured questionnaire administered to a sample of 50 teachers from various schools and educational levels (primary, preparatory, secondary, and university). The questionnaire covered three main dimensions: demographic information, technical challenges related to infrastructure and understanding of AI tools, and pedagogical challenges concerning the integration of AI into educational objectives and classroom interactions. Findings revealed that 88% of the sample were female teachers compared to 12% male, with the majority teaching at the preparatory (36%) and secondary (28%) levels. Furthermore, 68% of participants had more than ten years of teaching experience, which may influence their acceptance of technological change. Regarding infrastructure, 52% rated it as weak and 32% as unavailable, highlighting a significant barrier to effective AI integration. Although 88% of teachers demonstrated a good understanding of how AI tools function, the same proportion reported a strong need for specialized training, indicating a gap between theoretical knowledge and practical application. Additionally, 56% believed AI could be integrated with educational goals, while 44% disagreed; 52% anticipated that AI might replace teachers in the future, whereas 48% rejected this notion. Overall, the results underscore the necessity of systematic training programs, improved infrastructure, and clear educational policies to ensure that AI serves as a supportive tool rather than a substitute for teachers, thereby safeguarding the human dimension of the educational process.