Abstract:

As advancements in artificial intelligence (AI) continue to reshape various sectors, including education, understanding pre-service teachers' attitudes towards AI integration in teaching and learning becomes imperative. Multiple teacher preparation programs in Oman are interested in integrating AI-related teaching and learning practice into their courses. However, pre-service teacher attitudes towards this integration and the perceived value of AI integration in teaching and learning have not yet been investigated in the Omani context. Therefore, this research paper aims to investigate the attitudes of pre-service teachers in Oman towards the use of AI in educational settings. This descriptive study employs a quantitative approach. Quantitative data will be collected through a structured questionnaire distributed among pre-service teachers in different teacher preparation programs at an Omani university. The questionnaire will assess participants' familiarity with AI technologies, perceived benefits, concerns, and willingness to incorporate AI tools in their future teaching practices. The findings of this research are expected to contribute to the existing literature on AI in education by shedding light on pre-service teachers' attitudes, particularly within the Omani context. Furthermore, the results will inform educational policymakers and teacher training programs on strategies to integrate AI technologies into teacher education curricula effectively, ensuring future educators are equipped with the necessary skills and mindset to leverage AI for enhanced teaching and learning experiences.

Keywords:

Artificial intelligence, Pre-service Teachers, Oman, attitudes, teaching and learning.