Navigating the game-changer - ChatGPT’s influence on in-service teachers’ self-regulation and teaching practices in the UAE

Oct 15, 2026

Uploaded by OmBimo

Research on artificial intelligence (AI) in education reveals a key gap in understanding how AI relates to teachers’ self-regulation and pedagogical practices in the United Arab Emirates (UAE). This cross-sectional exploratory survey examines how in-service teachers use ChatGPT, how it affects their self-regulation abilities, and how it may change teaching practices. Data from 311 teachers across public and private schools show group disparities by school type and gender, with private school teachers reporting more effective self-regulation. Effects also vary by teaching experience, while age results remain inconclusive.

LanguageEnglish

CategoryResearch & Report

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Pages21

Reading Time53 min

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Contemporary Educational Technology, 2025, 17(4), ep597 ISSN: 1309-517X (Online) OPEN ACCESS Research Article Navigating the game-changer: ChatGPT’s influence on inservice teachers’ self-regulation and teaching practices in the UAE Osama Taani 1 0000-0002-8852-708X Khaleel AlArabi 2 0000-0001-5843-8281 Hassan Tairab 3 0000-0002-5217-0533 Othman Abu Khurma 4* 0000-0002-6401-911X Badriya AlSadrani 3 0000-0002-6410-3776 1 Sharjah Education Academy, Sharjah, UNITED ARAB EMIRATES 2 College of Education, Al Ain University, Al Ain, UNITED ARAB EMIRATES 3 College of Education, United Arab Emirates University, Al Ain, UNITED ARAB EMIRATES 4 Emirates College for Advanced Education, Abu Dhabi, UNITED ARAB EMIRATES * Corresponding author: [othman.abukhurma@ecae.ac.ae](othman.abukhurma@ecae.ac.ae) Citation: Taani, O., AlArabi, K., Tairab, H., Abu Khurma, O., & AlSadrani, B. (2025) . Navigating the game-changer: ChatGPT’s influence on in-service teachers’ self-regulation and teaching practices in the UAE. Contemporary Educational Technology, 17(4), ep597. [https://doi.org/10.30935/cedtech/17315](https://doi.org/10.30935/cedtech/17315) ARTICLE INFO ABSTRACT Received: 26 Feb 2025 Accepted: 29 Aug 2025 Research on artificial intelligence (AI) in education has revealed a significant gap in understanding the complex relationship between AI, self-regulation, and teachers’ pedagogical practices in the United Arab Emirates (UAE) . The study adopts a cross-sectional study that uses exploratory survey aimed at investigating ChatGPT’s role in the future of UAE education by examining (1) how in-service teachers use ChatGPT in daily teaching, (2) its impact on their selfregulation abilities, and (3) potential changes in teaching practices resulting from ChatGPT integration. Data were collected from 311 in-service teachers from public and private schools, using a self-report questionnaire. The findings showed disparities in the perspectives of participants at both public and private schools, as well as gender levels. Public school teachers mainly used ChatGPT to generate instructional materials and facilitate classroom dialogue, whereas private school teachers focused on its application in lesson design. Private schoolteachers found ChatGPT easier and more effective than their public counterparts. Private school male teachers outperformed public school males by 0.56 points, and private school female teachers scored 0.52 points higher than their public-school counterparts. Regardless of educational background, private school teachers experienced better self-regulation with ChatGPT than public school teachers. The impact of ChatGPT on self-regulation varied according to teaching experience, affecting novice and experienced teachers differently from those with moderate experience. However, the findings on the impact of age are inconclusive and require further research. These results are discussed in the context of the current AI integration policies in UAE education. Keywords: self-regulation, ChatGPT, in-service teachers, science education, UAE INTRODUCTION Research projects on artificial intelligence (AI) conducted in the United Arab Emirates (UAE) and addressed educational aspects have concluded that many critical issues exist, such as lack of clarity regarding the interplay of AI, teacher self-regulation, the major model of the metacognition skeleton, and their pedagogies. Self-regulation, as emphasized by many metacognitive researchers, is an ongoing process of learning how to learn that requires continuous reflection, modifications, adjustment, and improvement to increase teaching effectiveness (Mcdonald, 2019; Zapata et al., 2016) . Bong and Skaalvik (2003) described self-efficiency as a concept that forms part of Bandura’s social cognitive theory (SCT) and can be defined as the perception of someone’s belief, confidence, and faith in how capable they are of achieving a particular assignmen

FAQs

What relationship does the study examine between AI and teachers in the UAE?

It investigates how ChatGPT affects in-service teachers’ self-regulation and how it may influence their teaching practices in the UAE.

How were the data collected for the study?

The study used a cross-sectional exploratory survey and collected responses from 311 in-service teachers using a self-report questionnaire.

How do public and private school teachers differ in their use of ChatGPT?

Public school teachers mainly used ChatGPT to generate instructional materials and support classroom dialogue, while private school teachers focused more on lesson design.

Oct 15, 2026

Uploaded by OmBimo