Omani Pre-Service Teachers’ Preparedness and Perceptions of Integrating Artificial Intelligence into Classrooms

Abstract

This study aims to examine the attitudes and readiness of Omani pre-service teachers toward implementing artificial intelligence (AI) in the classroom. The research employed the integrated technology acceptance model (TAM) to explore how these future educators perceive and prepare for AI integration. Using a mixed-methods approach that combined qualitative and quantitative data collection techniques, the study gathered insights from pre-service teachers at various higher education institutions in Oman. The results revealed that Omani pre-service teachers generally hold positive attitudes toward technology and are familiar with AI concepts. They perceive AI as a useful and user-friendly tool in education, recognizing its potential to enhance teaching and learning. Additionally, most participants expressed a willingness to incorporate AI into their teaching practices. However, several challenges were identified, including insufficient training and professional development opportunities, concerns about excessive reliance on AI tools, and the ethical implications of AI use in educational settings. Notably, a statistically significant difference was found between male and female pre-service teachers regarding their perceptions of support and resources. The study findings suggest that Omani higher education institutions must take strategic steps to prepare for AI integration. The research recommends practical approaches for integrating AI into teaching programs, emphasizing the need for comprehensive teacher training and the development of ethical guidelines. By aligning with global trends in AI education, these institutions can equip future educators with the necessary skills to effectively navigate and incorporate AI into their classrooms, ensuring it becomes a valuable tool for enhancing the learning experience.