Generative artificial intelligence (Gen AI) is increasingly impacting educational practices by offering innovative tools for instructional design. This study aimed to examine the factors influencing basic education teachers’ decisions to use Gen AI in instructional design within the Nablus Directorate. It also investigated whether gender, academic qualification, field of specialization, and teaching experience affect these factors. A descriptive quantitative design was employed, using a structured questionnaire completed by 328 Palestinian teachers who work in basic education schools (grades 1-9) in the Nablus Directorate. The findings revealed generally positive perceptions of Gen AI, particularly in supporting creativity, improving lesson planning efficiency, and aiding problem-solving during instructional design. At the same time, teachers expressed concerns regarding data privacy, the reliability of AI-generated content, and limited access to trustworthy AI tools and school infrastructure. Analysis of independent variables showed no significant differences based on gender, while academic qualification, field of specialization, and teaching experience had significant effects, with novice teachers and those in natural sciences demonstrating greater readiness to adopt Gen AI. Considering these findings, recommendations are provided for teachers, researchers, and relevant stakeholders to enhance the effective and responsible use of AI in schools.

Title

The Journal of Applied Instructional Design

Publisher

An Association of Educational Communications and Technology (AECT) Publicatio

Publisher Country

United States of America

Publication Type

Both (Printed and Online)

Volume

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Year

2026

Pages

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