Integrating Artificial Intelligence and Mobile Technologies in Iraqi Secondary Education

Abstract

The objective of this investigation is to determine the opportunities and challenges that secondary schools in Babylon, Iraq, encounter when utilizing artificial intelligence (AI) technologies. The study adopted a qualitative and quantitative method and also explored the infrastructure and existing technological tools in schools using documents from education management. Thematic analysis is used to find, assess, and report recurring patterns and key themes in interview transcripts to gain a comprehensive understanding of participants’ perspectives. Stakeholders are very excited about using AI in their schools and are in favor of the idea of switching to AI, even though there are some challenges that need to be processed, such as poor infrastructure, communication issues, and a lack of training programs on how to use AI technologies and applications. This paper establishes that the potential for the fundamental transformation of conventional teaching and learning methods exists through the integration of AI and mobile technologies into education. AI can provide customized educational experiences, optimize administrative functions, improve feedback systems, and facilitate comprehensive data analysis. Nevertheless, it is imperative to confront obstacles such as those related to guaranteeing equity, tackling ethical and safety issues, and fostering students’ self-learning capabilities. This study suggests that educators need to attain a balance between technological progress and new political, moral, and other issues, as well as more support for the education sector to improve electronic infrastructure. Additionally, this study contributes to the emerging literature on the implementation of AI in Iraq’s public education through a set of recommendations to offer valuable information for educational institutions, policymakers in strategies, researchers, and AI developers.