Attitudes of Secondary School Principals in the General Directorate of Education in Jazan towards Adapting Leadership Practices to the Characteristics of Generation Alpha

Abstract

    The study aimed to propose a comprehensive vision for integrating artificial intelligence (AI) applications into teaching mathematics at the middle school level in light of the requirements of Sustainable Learning Education (SLE), based on evidence from previous studies indicating the absence of systematic integrative frameworks linking AI use with sustainable education dimensions. The study adopted a descriptive analytical approach through content analysis of (43) Arabic studies addressing the use of AI applications in mathematics education across pre-university stages during the period 2019–2025. The findings revealed that most studies relied on the descriptive survey method to examine teachers’ perceptions and practices, while a limited number employed experimental and quasi-experimental designs to measure the impact of AI applications on achievement, critical thinking, and problem-solving skills. Only a few studies focused on curriculum analysis. The results also demonstrated the effectiveness of AI applications in improving mathematics learning outcomes and developing digital skills; however, their implementation was largely partial and lacked a systematic alignment with sustainable learning requirements. In light of these findings, an integrative vision was developed to guide the integration of AI applications into mathematics teaching in a manner that supports sustainable learning. The study concluded with a key recommendation emphasizing the adoption of the proposed vision by educational administrations and its integration into educational policies, curricula, and teacher professional development programs, thereby contributing to sustainable learning, enhancing educational quality, and supporting the digital transformation of education.