The Effect of Metacognitive Skills and Artificial Intelligence on the Innovative Personality of Primary School Teachers within the Green Line

Abstract

This study aimed to explore the impact of artificial intelligence and metacognitive skills on the innovative personality of primary school teachers within the Green Line using a predictive correlational methodology. A sample of 294 teachers from village schools was selected, and data were collected through questionnaires measuring artificial intelligence, metacognitive skills, and innovative personality variables. The correlation analysis results revealed strong positive relationships between metacognitive skills and innovative personality, indicating that skills such as cognitive regulation, critical thinking, and metacognitive awareness contribute to the development of teachers' innovative personality. The findings also highlighted a significant impact of artificial intelligence applications in enhancing these skills, thereby improving the ability to make innovative decisions in the educational work environment. Through predictive analysis, the study concluded that artificial intelligence and metacognitive skills strongly predict the level of innovative personality among teachers, as the analysis demonstrated that these variables account for a significant proportion of the variance in innovative personality.