This study aimed to examine the relationship between the use of artificial intelligence (AI) applications and social-emotional learning (SEL) skills among public school teachers in Nablus, while also exploring differences based on gender, academic qualification, and years of experience. A mixed-methods approach was employed, using a questionnaire measuring AI use and SEL across five dimensions, administered to a random sample of 96 teachers, alongside semi-structured interviews with six teachers to explore their practical experiences with AI in supporting SEL, Quantitative results indicated moderate levels of both AI use and SEL skills, with self-management scoring the highest. A strong and statistically significant positive correlation was found between AI use and SEL skills, with no significant differences attributed to gender, qualification, or experience. Qualitative findings revealed that AI tools enhance teachers’ emotional awareness and classroom interactions, though challenges such as limited infrastructure, insufficient training, and lack of contextual adaptation persist, The study recommends implementing practical training programs to strengthen teachers’ digital-emotional competencies and creating supportive learning environments that ensure the ethical and pedagogical use of AI within the Palestinian context.

Title

المجلة الأمريكية للعلوم الإنسانية والاجتماعية

Publisher

الأكاديمية الأمريكية الدولية للتعليم العالي والتدريب ومقرها ولاية ديلاور بالولايات المتحدة الأمريكية.

Publisher Country

Morocco

Publication Type

Both (Printed and Online)

Volume

26

Year

2026

Pages

47-71