יחסם של מורים ומנהלים ערבים בישראל לשילוב :AIED אתגרים והזדמנויות מהשדה החינוכי

Abstract

This study investigates how Arab teachers and principals in Israel perceive the integration of Artificial Intelligence in Education (AIED) into school teaching and learning. Using a multiple case study method and semi-structured interviews, the research examines experiences, challenges, and opportunities among two groups: 12 teachers and 12 principals working in secondary schools. Findings highlight a disconnect between teachers’ grassroots efforts—focused on personalized learning, student engagement, and redefining the teacher’s role as a facilitator—and principals’ viewpoints, which stress the need for formal policies, ethical guidelines, and thorough professional training. Although initial enthusiasm was evident, participants reported moral, infrastructural, and pedagogical challenges, such as knowledge gaps between teachers and students and a lack of institutional support. Through the TPACK model, the analysis shows integrated technological, pedagogical, and content knowledge among teachers, compared to a more abstract managerial focus by principals. The study emphasizes the gap between practical pedagogical and strategic administrative knowledge, offering directions for tailored professional development and systemic AIED adoption within Israel’s Arab educational sector.