Degree of Using Artificial Intelligence Applications in School Management in Al-Madinah Region

Abstract

This study aimed to diagnose the current state of artificial intelligence (AI) applications utilization in school administration within the Madinah region, identify the most prominent challenges hindering their effective implementation, and examine the influence of the variables of gender and years of experience on both the degree of usage and the perception of these challenges. Employing a descriptive survey methodology, a rigorously validated questionnaire was administered to the entire study population, consisting of all male and female educational supervisors supporting schools in the Madinah region, totaling 56 individuals, achieving a 100% response rate.

The results revealed that the overall degree of AI application usage in school administration was at a moderate level. Conversely, the challenges facing this implementation were perceived at a high level, with human and administrative challenges ranking as the most significant obstacles. Furthermore, the findings indicated statistically significant differences in the degree of usage, favoring male participants and those with longer experience (10 years or more). Differences in the perception of challenges were also significant, favoring female participants and similarly, those with longer experience. In light of these results, the study put forth key recommendations. These included the necessity to enhance digital infrastructure and establish a unified national platform, design specialized training programs for educational leaders, develop clear regulatory frameworks and policies governing AI use while ensuring data security, and leveraging the distinct expertise of both female participants and highly experienced personnel in planning and strategy formulation.