This study aimed to investigate the role of the generative artificial intelligence tool ChatGPT in supporting self-directed learning among public secondary school students in Nablus, Palestine, during emergencies. The study adopted a descriptive-analytical methodology and employed a questionnaire distributed to a stratified purposive random sample of (376) students. The instrument covered four main dimensions: educational use of ChatGPT, academic and cognitive support, development of thinking and self-learning skills, and flexibility and continuity of learning in emergencies.

The findings revealed that the overall mean score of students’ responses reached (3.90 out of 5), indicating a high level of employing ChatGPT to support self-directed learning. Moreover, the results showed no statistically significant differences in students’ responses attributed to gender, grade level, or years of technical experience. These findings suggest that ChatGPT is a comprehensive and user-friendly educational tool that can effectively enhance students’ autonomy in learning and ensure continuity of education in crisis-affected contexts, The study recommended integrating ChatGPT into Palestinian educational policies, providing training programs for teachers and students on responsible use, enhancing digital infrastructure, and establishing ethical guidelines to ensure effective utilization.

Title

المجلة الدولية للعلوم الانسانية والاجتماعية

Publisher

جامعة بيروت

Publisher Country

Lebanon

Publication Type

Both (Printed and Online)

Volume

70

Year

2026

Pages

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