Keyword: use

ABSTRACT: This study explores the behavior patterns of the Arab Generation Z in relation to consumption of artificial intelligence (AI) assisted media content on digital platforms based on the Uses and Gratifications Theory (UGT) and the Interactive Theory. With the advent of AI personalization and curation of the digital experience, it is now more than ever that the way the young audience perceives and engages with the algorithmically generated content is being questioned. The research uses a mixed-methods design whereby quantitative and qualitative methods are integrated to achieve the reliability of statistics and interpretations. The quantitative stage consisted of 428 Arab Gen Z surveyed on motivations, interactive behaviors and perceived gratifications using a five-point Likert scale and applied on an online questionnaire. To examine the perceptions, attitudes, and awareness of AI as a force of influencing digital content, the qualitative phase involved ten semi-structured interviews to understand the perspective of the participants. Also, the use of a content analysis of 25 posts about AI-assisted social media on the major platforms (Tik Tok, Instagram, and YouTube) was performed to find the visual or textual signs of AI integration, including synthetic voices or auto-generated captions. The results showed that 68 percent of the respondents were strongly interested in AI-suggested content and 72 percent said they received powerful informational and entertainment satisfaction. Nevertheless, the awareness of AI presence in media production manifested itself in only 61 percent. Qualitative data implied ambivalent views the fascination with the creative possibilities of AI combined with the fear of authenticity and manipulation of emotions. Its results confirm a Hybrid Model of Gratification, where intrinsic motivations (e.g., entertainment and self-expression) are interacting with algorithmic affordances (e.g., AI personalization), and it has a significant predictive value of engagement behaviors (r = .61, p <.001). Engagement (r = .46, p < .001) and authenticity attitudes (r =.38, p <.01) were moderately related to the AI awareness. This model is the major theoretical contribution of the study to the expansion of UGT in AI-mediated situations.

ABSTRACT: This study profiles the knowledge and utilisation of evidence-based practices (EBPs) among basic school teachers in the Effutu Municipality, with a particular focus on their application in inclusive classrooms. A total of 480 teachers participated, responding to a carefully developed questionnaire that assessed both their understanding and instructional use of EBPs. The results indicated that, on average, teachers possessed a high level of knowledge of EBPs, with mean scores for all EBPs exceeding the criterion mean of 2.50. Furthermore, a relatively even distribution was observed between teachers reporting low (50.2%) and high (49.8%) usage of EBPs in their instructional methods. The independent sample t-test results revealed no statistically significant difference between male and female teachers’ knowledge of EBPs and their reported use of EBPs. The findings suggest that basic school teachers use EBPs in inclusive classrooms. However, the distribution of usage levels highlights the need for tailored professional development programmes, peer collaboration, monitoring mechanisms, and resource allocation to enhance the quality and consistency of inclusive education practices.