Attitudes of General Diploma in Education Students towards Learning and Teaching with Artificial Intelligence and its Relationship to Moral Behavior due to some Demographic Variables

The research sought to identify the level of attitudes of General Diploma in Education students towards learning and teaching with artificial intelligence and its relationship to moral behavior due to some demographic variables (academic specialization - gender - age). The researcher utilized the descriptive approach, and the research sample consisted of (1296) male and female students at Al-Azhar University in the academic year (2023/2024) AD. The researcher designed and utilized attitudes towards learning and teaching with artificial intelligence scale and moral behavior scale. The research used these statistical methods: the arithmetic means, “t” test, analysis of variance, and Scheffé test, Pearson correlation coefficient, and multiple linear regression analysis. Data analysis revealed that there were high levels of students’ attitudes towards learning and teaching with artificial intelligence. There were statistically significant differences in the attitudes due to the academic specialization variable in favor of the students of scientific specialization. There were also statistically significant differences in the attitudes due to the gender variable in favor of the male students. There were statistically significant differences in the attitudes due to the age variable in favor of the students less than 22 years of age. Furthermore, the findings revealed that there were high levels of moral behavior among the participants. There were no statistically significant differences in moral behavior due to the academic specialization variable. However, there were statistically significant differences in moral behavior due to the gender variable in favor of the male students and there were statistically significant differences in moral behavior due to the age variable in favor of the students less than 22 years of age. It's revealed that there was a statistically significant positive correlation between students’ attitudes towards learning and teaching with artificial intelligence and moral behavior (the total scores and sub- dimensions). Finally, the dimensions of moral behavior could be predicted by attitudes towards learning and teaching with artificial intelligence (the total score and sub- dimensions). Academic Attraction dimension was the most contributing while the Scientific Engagement dimension was the least contributing. The results were discussed and interpreted in light of the theoretical framework of the research and previous research and studies, and the research concluded by presenting some recommendations and research proposals.