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The rapid integration of artificial intelligence (AI) into educational environments has created an urgent need for students to acquire the competencies required to effectively employ AI applications in teaching and learning contexts. However, limited evidence exists regarding the extent to which higher education students possess these competencies and the role of educational technology courses in developing them, particularly within the Kuwaiti context. Accordingly, this study examines the level of AI-related competencies among students at the College of Basic Education in the State of Kuwait and investigates the effectiveness of educational technology courses in enhancing these competencies. A descriptive-analytical methodology was adopted, employing a 35-item questionnaire distributed across three domains: cognitive, performance-based, and applied competencies. The sample comprised 445 students, including 83 students majoring in educational technology and 362 students from other specializations. The findings indicated that students demonstrated a moderate overall level of AI competencies (53.8%), with statistically significant differences favoring students enrolled in educational technology programs. These findings highlight the importance of revising educational technology curricula to incorporate advanced AI applications, as well as introducing dedicated AI modules across academic disciplines.
Ayda Abdulkareem AL-Eidan (2026) studied this question.