This comparative study assessed science teachers' knowledge and application of artificial intelligence (AI) tools in teaching within Jordan and the UAE. Employing a mixed-methods approach (descriptive and qualitative), data were collected from 405 science teachers using a rigorously validated instrument. This comprised a five-point Likert-scale questionnaire and open-ended questions addressing AI knowledge, practical use, and encountered challenges. Findings indicated a moderate overall level of AI knowledge and application among participants. ANOVA results revealed statistically significant differences (p<.05) based on workplace, strongly favoring teachers in the UAE, and significant differences based on years of experience, particularly among those with less than 10 years. Differences based on gender or academic qualification were non-significant. Qualitative analysis confirmed substantially higher AI application use: 70% of UAE teachers reported active use compared to 30% in Jordan. However, both groups primarily utilized a limited range of tools, such as adaptive learning platforms. Major challenges included insufficient practical experience, inadequate specialized training, significant time constraints, and excessive workload. Consequently, participants emphasized the critical need to enhance institutional support and teacher motivation for AI integration in science education. This necessitates providing adequate resources, comprehensive professional development, dedicated implementation time, and supportive policies within the school environment.
Almomani et al. (Tue,) studied this question.