This study explores teachers’ readiness to implement generative artificial intelligence (GenAI) in their teaching and learning processes, alongside the benefits and challenges related to its utilizations in the Omani context. The data analysis process involved analyzing responses from the 5-point Likert scale questionnaire using descriptive statistics. A sample of 61 teachers with different qualifications from different educational institutions in the Sultanate of Oman participated in the study. The findings revealed that teachers had a positive level of readiness to implement GenAI, highlighting a spectrum of readiness levels, such as attending training sessions about GenAI, and a significant willingness of utilizing GenAI tools in their classes. On the other hand, teachers reported a positive benefit and experience in improving their teaching, stating that GenAI enables them to save their time, improves their teaching experience and job satisfaction, and offers them adaptive learning and instant feedback. However, findings revealed number of challenges for teachers such as a lack of awareness about policies and ethics in implementing GenAI tools, and their cost. Moreover, teachers indicated a moderate concern regarding the challenges of integrating GenAI tools into their teaching practices. Based on the findings, the study provides significant insight for teachers, policymakers, and syllabi designers, stressing the significant importance of preparing teachers to efficiently integrate GenAI in their pedagogical duties to make the most educational potential while mitigating related risks.

Keywords: generative artificial intelligence (GenAI), readiness, benefits, challenges, teachers

     

Add your comments about this article : Your username or Email:

---

---