The Level of Knowledge of Islamic Education Teachers and Supervisors about AI and its Obstacles in Teaching in the Sultanate of Oman 10.35781/1637-000-151-003

Abstract

Abstract This study aimed to investigate the level of Islamic Education teachers’ and supervisors’ knowledge of Artificial Intelligence (AI) and to identify the obstacles to its integration in teaching Islamic Education in the Sultanate of Oman. The study adopted a descriptive survey methodology, using a questionnaire as the data collection tool. The sample consisted of (318) teachers and educational supervisors from Muscat, North Al Batinah, and South Al Batinah governorates. The findings revealed that the participants demonstrated a high level of awareness and conceptual knowledge of Artificial Intelligence, including its importance in enhancing the teaching and learning process. However, the results also indicated a noticeable gap between theoretical knowledge and practical application of AI tools in teaching Islamic Education. Moreover, the study found that the obstacles to integrating AI were rated at a high level, with the most significant challenges being the lack of specialized training programs, limited technical infrastructure, scarcity of Arabic AI-based educational resources, and the incompatibility of some AI applications with the nature and values of Islamic Education content. Ethical and pedagogical concerns related to content accuracy and the potential impact on the teacher’s educational role were also highlighted. The study recommends the development of specialized professional training programs, enhanced technical and institutional support, and the design of AI educational applications that respect the cultural, ethical, and religious characteristics of Islamic Education. Keywords: Artificial Intelligence, Islamic Education, Teachers’ Knowledge, Integration Obstacles, Sultanate of Oman.