Students and Teachers’ Attitudes towards the Use of Artificial Intelligence in the Educational Process and Its Relationship with Academic Motivation
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Abstract
This study aims to analyze the attitudes of students and teachers toward the use of artificial intelligence (AI) in education and its relationship with academic motivation in Salah al-Din province. A descriptive correlational methodology was employed, using a stratified random sample of 313 participants (133 students, 108 teachers, 72 administrators). Two tools were designed: an AI attitude scale (15 items) and an academic motivation scale (20 items), based on theories like the Technology Acceptance Model and Self-Determination Theory. Results showed moderately positive attitudes toward AI (mean = 59.14 for students, 51.38 for teachers), while academic motivation scored below the hypothetical average. A weak but statistically significant correlation was found between AI use and motivation, with notable differences between extreme attitude groups. Recommendations included enhancing AI training, improving educational environments to meet psychological needs, and designing flexible curricula to foster autonomy and competence.
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