Palestinian Teachers’ Perceptions of the Effectiveness of Artificial Intelligence in Lesson Planning and Assessment During Educational Crises

Abstract

This study aims to explore Palestinian teachers’ perceptions of the effectiveness of artificial intelligence (AI) in lessons planning and assessment during educational crises. The study employed a descriptive-analytical approach, conducting interviews with 20 teachers who were purposefully selected because they possessed direct experience in teaching during educational crises. The sample included male and female teachers from various subject areas (Arabic, Mathematics, Science, Islamic Education, and English), and from multiple educational levels (lower basic and upper basic).

The results indicated that teachers view AI as a supportive tool that facilitates the preparation of flexible lesson plans accommodating individual differences, and enhances assessment processes through electronic tests, automated grading, and immediate feedback. The study also highlighted challenges such as weak digital infrastructure, limited teacher expertise, and the lack of sufficient Arabic educational content. Based on these findings, the study recommends training teachers to use AI tools effectively, developing local educational platforms, strengthening digital infrastructure, and ensuring the protection of students’ data privacy.