TEACHERS ATTITUDES TOWARD INTEGRATING ARTIFICIAL INTELLIGENCE APPLICATIONS IN EDUCATION: PRACTICAL UNDERSTANDING AND INSTITUTIONAL READINESS REQUIREMENTS

Background:This study investigated the readiness of secondary school teachers to integrate Artificial Intelligence (AI) applications into the educational process. It specifically explored teachers attitudes, current practices, and the systemic challenges hindering effective implementation in the Galilee region. Methods: A qualitative research design was employed, focusing on a population of46 teachers at Ibn Sina Comprehensive Secondary School. A purposive sample of 12 teachers participated in semi-structured in-depth interviews. The study assessed technological mastery, practical adoption levels, and barriers to AI integration through thematic analysis. Results:The findings revealed a high level of awareness regarding AIs importance, with 91.67% of participants recognizing it as a cornerstone for educational advancement.Teachers exhibited highly positive attitudes, utilizing tools such as Gemini and ChatGPT for lesson planning, administrative efficiency, and student assessment. However, participants emphasized the necessity of human pedagogical oversight to safeguard critical thinking.Major challenges identified included skill deficiencies, inadequate infrastructure, limited institutional support, and a lack of specialized, discipline-specific training.