Geography Teachers' Attitudes toward Integrating Artificial Intelligence Technologies into Inclusive Education for Upper Primary School Students

Abstract

      The study aimed to find out the orientations of geography teachers in the education of the northeastern Badia towards integrating artificial intelligence techniques into inclusive education for students of the upper basic stage. The descriptive survey approach was used, and the study members consisted of all geography teachers in The Directorate of Education of the Northeastern Badia for the academic year (2024/2025), who numbered (42) male teachers, and (52) female teachers. A questionnaire was prepared consisting of (30) items, distributed over (4) dimensions.  The results showed that the perspectives of geography teachers in the education of the Northern Badia Eastern Province towards the integration of artificial intelligence techniques in inclusive education for students of the upper basic stage came high, and the social dimension came in first place, followed by the academic dimension, in third place was  the psychological dimension, and in last place the skill dimension,  The researcher recommended encouraging geography teachers towards the use of artificial intelligence techniques and their inclusion in inclusive education.