" THE RELATIONSHIP BETWEEN THE USE OF ARTIFICIAL INTELLIGENCE-SUPPORTED DESIGN INSTRUMENTS AND THE DEVELOPMENT OF CREATIVE THINKING AMONG GIFTED STUDENTS IN PRIMARY SCHOOLS WITHIN THE GREEN LINE, FROM THE TEACHERS' PERSPECTIVE "

Abstract

This study aimed to explore the impact of AI-supported design tools on the development of creative thinking among gifted students in elementary schools inside the Green Line, through analyzing teachers’ perceptions. The research was conducted on a sample of 50 male and female teachers, randomly selected using stratified sampling from schools in the region. The sample reflected demographic diversity in terms of gender (36% male, 64% female), teaching experience (14% less than 5 years, 26% between 5–10 years, and 60% more than 10 years), and academic qualification (44% bachelor’s degree, 56% postgraduate studies).

The study employed a questionnaire consisting of 35 items distributed across six main domains. The validity and reliability of the instrument were confirmed (α = 0.87). A descriptive-analytical approach was followed, along with the use of advanced statistical methods including analysis of variance, correlation coefficients, and regression analysis.

The results revealed that 44% of teachers used AI tools extensively, while 16% never used them. The domains related to creative fluency recorded the highest mean scores (1.72–2.12), whereas the domains of originality and group brainstorming showed moderate levels (2.18–2.34). Analysis of variance showed statistically significant differences (p < 0.05) in favor of teachers who used AI tools more frequently. Regression analysis indicated that 58% of the variance in creativity could be explained by variables related to the use of AI tools.

No statistically significant differences were found based on gender or academic qualification, indicating the inclusivity and generalizability of the results. The study recommends the adoption of a set of measures on multiple levels:

• At the educational policy level: AI should be integrated into gifted development strategies and budgets allocated for supporting technical infrastructure.
• At the training level: Intensive training programs should be implemented to focus on the integration between AI and human creativity, along with practical workshops to empower teachers.
• At the curriculum level: There is a need to develop educational units based on technology-supported design and include activities that enhance critical thinking.
• At the research level: Longitudinal studies are necessary to measure long-term impact and expand the scope of research to include different geographical areas.

This study provides a practical framework for integrating modern technologies in gifted education and emphasizes that AI is not a substitute for human creativity, but rather an enabling tool that enhances creative potential when used in a balanced manner. The findings form a significant foundation for policymakers and educators in the digital transformation era and open new horizons for research in the field of technology-enhanced creative education.