AN EXPLORATION OF THE USE OF GENERATIVE ARTIFICIAL INTELLIGENCE TECHNOLOGIES IN DEVELOPING FUTURE SKILLS AMONG SCIENCE AND MATHEMATICS TEACHERS

Abstract

ABSTRACT This study examined the utilization of Generative Artificial Intelligence (GenAI) technologies in developing future skills among Science and Mathematics teachers. Employing a descriptive research design, the study investigated both the extent of GenAI adoption and the influence of selected demographic and professional variables, including gender, major, highest academic degree attained, school level taught, and self-reported technology usage. The sample consisted of 176 Science and Mathematics teachers enrolled in graduate programs at King Khalid University during the 2024–2025 academic year. Data were collected using a researcher developed GenAI Utilization Scale encompassing five dimensions of future skills: critical thinking, creativity and innovation, collaboration and communication, problem solving, and lifelong learning. The findings revealed an advanced level of GenAI integration across all examined dimensions. Statistically significant differences (α = .05) were observed only with respect to academic degree, favoring teachers holding doctoral qualifications. No significant differences emerged in relation to gender, academic major, or level of technology usage. These results underscore the growing accessibility of GenAI tools and their potential to foster future- oriented skills among teachers. Based on these insights, the study recommends the integration of GenAI- focused professional development programs, the establishment of ethical and pedagogical frameworks for AI use, and the incorporation of AI literacy into postgraduate education. Such measures are essential to promote sustainable innovation and ensure equitable educational transformation. KEYWORDS: Generative Artificial Intelligence, future skills, science and mathematics teachers, professional development.

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