Artificial Intelligence-based transformative training for secondary school teachers in the context of the Egyptian secondary education system's specialization tracks. | ||||
| BSU-Journal of Pedagogy and Curriculum | ||||
| Volume 4, Issue 7, January 2025, Page 26-50 PDF (802.82 K) | ||||
| Document Type: Original Research | ||||
| DOI: 10.21608/bsujpc.2025.343726.1060 | ||||
 View on SCiNiTO | ||||
| Author | ||||
Rania kadry morgan 
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| Fundamentals of Education Faculty of Education, Port Said University | ||||
| Abstract | ||||
| This study explores the implementation of AI-based transformative training for secondary school teachers within the Egyptian education system and evaluates the influence of various AI dimensions on their professional development. Adopting a descriptive research design, the study utilized a comprehensive questionnaire encompassing eight key dimensions: (1) AI-enhanced cognitive processes and understanding, (2) AI-supported emotional intelligence and awareness, (3) AI-guided behavioral adaptation, (4) AI-facilitated communication and collaboration, (5) AI-driven self-reflection and lifelong learning, (6) AI-based personal motivation and goal-setting, (7) fostering a global perspective and identity transformation through AI, and (8) promoting sustainable change via AI integration. The questionnaire was administered to 148 secondary school teachers across Port Said Governorate. Based on the findings, the study proposed several actionable recommendations, including the establishment of specialized AI-based training units within educational directorates, the development of a prioritized list of AI training needs as identified by secondary school teachers across various subjects, and the implementation of continuous professional development workshops that leverage diverse AI applications. Additionally, the study recommended instituting individual and group assessment frameworks to monitor teachers’ performance and measure the impact of AI-based training, organizing AI-centered educational competitions for both teachers and students at the secondary level, and providing both material and non-material incentives to encourage the integration of AI technologies into teaching practices. | ||||
| Keywords | ||||
| transformative training; artificial intelligence; secondary school teachers; Professional Development; Continuous Assessment; Instructional Practices | ||||
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