Artificial Intelligence Implementation Requirements in School Education from the Perspective of Jordanian School Principals

Abstract

The research explores the extent to which school principals in Jordan apply artificial intelligence (AI) requirements, as perceived by teachers. It further assesses whether teachers’ views vary according to gender, academic qualifications, or professional experience. A descriptive survey design was employed, with a structured questionnaire serving as the main instrument for data collection, and its validity and reliability were confirmed. The sample comprised 356 teachers. Findings indicate that principals’ application of AI requirements is perceived at a moderate level. Additionally, the analysis showed no statistically significant variations in responses related to gender, academic qualification, or years of service.