Jami’a - Journal in Education and Social Sciences

introduction

Anwar Rayan — 2025-08-25

The editorial board of JAMI’A journal believes in the importance of adopting a holistic approach in educational institutions, aiming to nurture both the mind and spirit. This approach seeks to achieve individual personal accomplishment and ensure positive contributions to society while wisely addressing emerging global challenges.

Aspects of Integrating GeoGebra and Spreadsheets with Modeling Processes during Engagement in Modeling Activities

Juhaina Awawdeh Shahabari — 2025-08-25

The current research investigates how digital tools integrate with mathematical modeling processes, specifically GeoGebra and spreadsheets. The research sample consisted of 23 prospective mathematics teachers, divided into groups of three to four. These groups engaged in a toothpaste modeling activity; three groups used GeoGebra, and three groups used spreadsheets. Participants’ activities were documented through audio and video recordings, enabling the researcher to analyze technology interaction and integration in detail. The data were analyzed in two stages: the first using the constant comparison method to classify modeling processes according to Blum and Leiß’s cycle (2005). The second stage involves classifying each digital tool’s function using the frameworks developed by Greefrath and Siller (2018) and Villarreal et al. (2018); then, each function was assigned a level based on Shahbari’s (2025) methodology.

The results show that using digital tools was prominent in most modeling processes among the GeoGebra groups. Moreover, the groups that used spreadsheets showed three distinct integration patterns: (1) total integration, where digital tools were used fully in most modeling processes; (2) partial integration, where digital tools were used only in some processes; and (3) the use of digital tools only after the mathematical model had been created. Additionally, the study reveals that the digital functions used in GeoGebra were more advanced than those used in spreadsheets, highlighting GeoGebra’s greater capacity to support complex modeling processes.

Factors Affecting Arab Teachers’ Use of Artificial Intelligence Technologies According to the Unified Theory of Acceptance and Use of Technology (UTAUT)

Abeer Watted — 2025-08-25

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.

Examining Lecturers’ Perceptions of the Use of Artificial Intelligence Technologies in Education

Abeer Watted — 2025-08-25

This study examines higher education lecturers’ perceptions of using artificial intelligence (AI) technologies in education, their reliance on these technologies, and their intended goals. The study employed a mixed-methods approach, with data collected through an online questionnaire given to 98 lecturers in Israel. The findings show that most lecturers had used AI tools, with differences in how often and how much they had used them. The main reasons for using AI were related to research and education. Correlation analysis demonstrated a strong positive link between how often lecturers used AI and their awareness of these technologies. ChatGPT was identified as the most commonly used tool among lecturers.

Regarding lecturers’ perceptions and acceptance of AI use in teaching, based on the Technology Acceptance Model (TAM), the findings indicate a generally positive outlook, with high levels of self-efficacy, perceived ease of use, and behavioral intention. In contrast, levels of anxiety and stress were moderate. The study emphasizes the importance of implementing institutional support strategies and professional training to encourage AI integration in higher education, while also addressing ethical and pedagogical concerns to ensure an effective and safe use of these technologies in future academic environments.

Arab Teachers’ and Principals’ Perceptions of AIED Integration in Israeli Schools: Educational Challenges and Opportunities

Haneen Vasel — 2025-08-25

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.

An In-Depth Study of the Reliability of ChatGPT and Gemini in Addressing Complex Chemistry Questions in Instrumental Analysis

Saleh Abu-Lafi — 2025-08-25

Artificial intelligence (AI) has gained significant value in education and problem-solving across various fields. Advanced generative AI systems like ChatGPT (versions GPT-4 and GPT-4o) and Gemini AI provide notable advantages in tackling challenges, especially in chemistry. This research investigates how ChatGPT and Gemini AI help understand and solve chemistry problems, focusing on instrumental analysis for undergraduate pharmacy students. The study evaluates the problem-solving skills of both AI systems using a set of 120 multiple-choice questions (MCQs) randomly selected from exam-style queries. It also observes instances where ChatGPT, when asked the same questions twice, gave inconsistent answers - some correct and some incorrect. Gemini AI scored an overall 87.5% (105 out of 120 questions), while GPT-4 scored 84.2% (101 out of 120), and GPT-4o scored 85.3% (103 out of 120). The percentage of correct answers notably declined for calculation-based questions across all AI systems. Overall, GPT-4 and GPT-4o performed similarly in total correct answers, with the added benefit of providing logical, step-by-step explanations for their solutions. This feature is particularly useful for pharmacy students, as it can assist with calculations, improve understanding of concepts, and help overcome challenges in chemistry and instrumental analysis in pharmaceutical education. Therefore, AI can support chemistry and pharmacy students in performing calculations, understanding concepts, and resolving problems. However, issues such as response inconsistencies and domain-specific fine-tuning are recommended to be further addressed to maximize these systems’ potential.