Navigating the game-changer: ChatGPT’s influence on in-service teachers’ self-regulation and teaching practices in the UAE

Osama Taani; Khaleel AlArabi; Hassan Tairab; Othman Abu Khurma; Badriya AlSadrani

doi:10.30935/cedtech/17315

Osama Taani ¹, Khaleel AlArabi ², Hassan Tairab ³, Othman Abu Khurma ⁴ ^* , Badriya AlSadrani ³

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CONT ED TECHNOLOGY, Volume 17, Issue 4, Article No: ep597

https://doi.org/10.30935/cedtech/17315

Submitted: 26 February 2025, Published Online: 21 October 2025

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Abstract

Research on artificial intelligence (AI) in education has revealed a significant gap in understanding the complex relationship between AI, self-regulation, and teachers’ pedagogical practices in the United Arab Emirates (UAE). The study adopts a cross-sectional study that uses exploratory survey aimed at investigating ChatGPT’s role in the future of UAE education by examining (1) how in-service teachers use ChatGPT in daily teaching, (2) its impact on their self-regulation abilities, and (3) potential changes in teaching practices resulting from ChatGPT integration. Data were collected from 311 in-service teachers from public and private schools, using a self-report questionnaire. The findings showed disparities in the perspectives of participants at both public and private schools, as well as gender levels. Public school teachers mainly used ChatGPT to generate instructional materials and facilitate classroom dialogue, whereas private school teachers focused on its application in lesson design. Private school teachers found ChatGPT easier and more effective than their public counterparts. Private school male teachers outperformed public school males by 0.56 points, and private school female teachers scored 0.52 points higher than their public-school counterparts. Regardless of educational background, private school teachers experienced better self-regulation with ChatGPT than public school teachers. The impact of ChatGPT on self-regulation varied according to teaching experience, affecting novice and experienced teachers differently from those with moderate experience. However, the findings on the impact of age are inconclusive and require further research. These results are discussed in the context of the current AI integration policies in UAE education.

Keywords: self-regulation, ChatGPT, in-service teachers, science education, UAE

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Citation

Taani, O., AlArabi, K., Tairab, H., Abu Khurma, O., & AlSadrani, B. (2025). Navigating the game-changer: ChatGPT’s influence on in-service teachers’ self-regulation and teaching practices in the UAE. Contemporary Educational Technology, 17(4), ep597. https://doi.org/10.30935/cedtech/17315

Taani, O., AlArabi, K., Tairab, H., Abu Khurma, O., and AlSadrani, B. (2025). Navigating the game-changer: ChatGPT’s influence on in-service teachers’ self-regulation and teaching practices in the UAE. Contemporary Educational Technology, 17(4), ep597. https://doi.org/10.30935/cedtech/17315

Taani O, AlArabi K, Tairab H, Abu Khurma O, AlSadrani B. Navigating the game-changer: ChatGPT’s influence on in-service teachers’ self-regulation and teaching practices in the UAE. CONT ED TECHNOLOGY. 2025;17(4), ep597. https://doi.org/10.30935/cedtech/17315

Taani, Osama, Khaleel AlArabi, Hassan Tairab, Othman Abu Khurma, and Badriya AlSadrani. "Navigating the game-changer: ChatGPT’s influence on in-service teachers’ self-regulation and teaching practices in the UAE". Contemporary Educational Technology 2025 17 no. 4 (2025): ep597. https://doi.org/10.30935/cedtech/17315

Taani, Osama et al. "Navigating the game-changer: ChatGPT’s influence on in-service teachers’ self-regulation and teaching practices in the UAE". Contemporary Educational Technology, vol. 17, no. 4, 2025, ep597. https://doi.org/10.30935/cedtech/17315

Taani O, AlArabi K, Tairab H, Abu Khurma O, AlSadrani B. Navigating the game-changer: ChatGPT’s influence on in-service teachers’ self-regulation and teaching practices in the UAE. CONT ED TECHNOLOGY. 2025;17(4):ep597. https://doi.org/10.30935/cedtech/17315