A Proposed Framework for Employing Generative Artificial Intelligence Applications in Developing Reading Comprehension Skills among Elementary School Pupils in Light of Digital Education Requirements: Teachers' Perspectives

Abstract

This study aimed to develop a proposed procedural framework for employing generative artificial intelligence (GenAI) applications in fostering reading comprehension skills among elementary school pupils, in light of digital education requirements and from the perspective of teachers themselves. Specifically, the study examined three dimensions: the actual level of employing GenAI applications in classroom practice, the requirements for activating their use, and the principal obstacles hindering this. A descriptive-analytical approach was adopted, and a purpose-built questionnaire was administered to a random sample of 50 elementary school teachers.
The findings indicated that the actual level of employing GenAI applications was low, rated as "disagree" (M = 2.54), whereas the requirements for employment were rated favorably (M = 4.08), as were the obstacles (M = 3.72). The proposed framework itself received a favorable overall rating (M = 4.06), reflecting sound readiness for field implementation. Statistically significant differences were also found across several axes according to gender, academic qualification, years of experience, and prior training.
Based on these results, the study formulated an integrated procedural framework comprising clear implementation phases, success requirements, and practical proposals for overcoming key obstacles, together with a set of recommendations and directions for future research aimed at narrowing the gap between available technological capacity and its actual classroom use.