Challenges of Integrating Artificial Intelligence in Government School Education: Teachers’ Perspectives in Aqaba Governorate

Abstract

The purpose of this paper was to explore the implementation of artificial intelligence in government institutions represented by the teachers in Aqaba Governorate and barriers that hinder the development of artificial intelligence from technical, pedagogical, professional, administrative, and ethical perspectives. Descriptive Analytical Design was used. The questionnaire includes 25 simple questions across 5 problem domains, all of which specialists have evaluated and tested for reliability. Forty-two-hundred and eight (428) beneficial teacher replies were obtained from the simple random sample. SPSS, descriptive statistics, Cronbach alpha, Pearson, ANOVA/F, and multiple regression were the software tools employed for the statistical analysis. The difficulty level of the items used was at the moderate (M = 3.41) and significant (? < 0.05) levels across all the areas. Problems (M = 3.45), followed by challenges (M = 3.22) to the profession, were the major ethical issues. Evidence of interdependency among the barriers was the positive interdomain correlation and high full-scale reliability (? = 0.962). Factors affecting views included scientific credentials, length of service, and academic attainment, while gender did not have an impact. The regression model explained the proportion of variance equal to 82.5% due to professional factors and 84.0% due to pedagogical factors. They identified a need for integrated practice to be backed by coordinated ethical governance that is separate from capacity development and needs to be strengthened through institutional support to benefit from the integration process. It was recommended that a stage-based training program as well as privacy and accountability procedures be implemented.    Received: 02 April  2026 / Accepted: 02 July  2026 / Published: September  2026