العوامل المؤثرة على استخدام المعلمين العرب لتقنيات الذكاء الاصطناعي وفق النظرية الموحدة لقبول التكنولوجيا Unified Theory of Acceptance and Use of Technology (UTAUT)

This study explores Arab teachers’ perceptions of using artificial intelligence (AI) technologies in education. It seeks to analyze the factors predicting the behavioral intention to adopt AI tools in teaching, based on the Unified Theory of Acceptance and Use of Technology (UTAUT). The sample included 100 teachers from Arab elementary, middle, and high schools. The research uses a mixed-methods approach, collecting qualitative data through open-ended questions and quantitative data via an online questionnaire with closed-ended questions. The questionnaire assesses teachers’ perceptions of AI tools in education and learning,their intention to use AI, and the factors influencing these intentions. It measures five dimensions based on the UTAUT model: Performance Expectancy, Effort Expectancy, Social Influence, Facilitating Conditions, and Behavioral Intention to Use AI Technologies. The findings suggest that teachers generally view the use of AI tools in teaching positively.Additionally, the results reveal that Performance Expectancy and Facilitating Conditions significantly influence Arab teachers’ behavioral intentions to use AI, consistent with the UTAUT framework. The findings indicate that Arab teachers recognize the importance of AI in education and are interested in effectively using and integrating these technologies into their teaching practices. However,integrating AI tools presents opportunities and challenges, especially regarding the availability of facilitating conditions, teachers’ skills, school environments,and how well AI aligns with the curriculum and the needs of both teachers and students. Added keywords: Arab teachers, artificial intelligence (AI), Unified Theory of Acceptance and Use of Technology (UTAUT), education