Predicting the Degree of Science Teachers' employment of Artificial Intelligence Tools in Teaching at Pre-University Education Stages in Egypt Based on Their Digital Literacy

        The research aimed to assess the degree of employing Artificial Intelligence (AI) tools and digital fluency among science teachers at pre-university education, explore the impact of gender and years of teaching experience, and study the type and extent of the relationship between AI tools employment and teachers’ degree of digital fluency. Furthermore, the research sought to predict the degree of AI tools employment in teaching based on teachers’ digital fluency. The research employed a descriptive approach, incorporating both survey and correlational methods. The participants were 420 science teachers, selected through convenience sampling. Data collection tools included a questionnaire on the employment of AI tools and a digital fluency, both developed by the researchers,The findings revealed that both the degree of AI tools employment in teaching and the degree of digital fluency were low. No significant gender differences were observed in the employment of AI tools in teaching. However, statistically significant differences were found among science teachers, favoring those with less teaching experience (1-5 years, 6-10 years). Additionally, the degree of digital fluency was higher among female teachers compared to male teachers. There were no statistically significant differences in digital fluency according to years of teaching experience. A strong, positive, and statistically significant correlation (α=0.05) was identified between the degree of AI tools employment in teaching and the degree of digital fluency among science teachers. The research concluded that it is possible to predict the degree of AI tools employment in teaching based on digital fluency. Based on these findings, several recommendations and suggestions were presented.