Assessing AI Integration in Iranian Secondary Schools: A Study Grounded in SAMR, TPACK, and Constructivist Models

This study examines the integration of AI in Iranian secondary education through the lenses of the SAMR, TPACK, and constructivist pedagogical models. Using a quantitative survey of ۲۸۱ male junior high students, the research finds that students predominantly use AI tools during the modification and augmentation stages of the SAMR model, with higher-grade students demonstrating more advanced AI use. Despite increased sophistication among students, teachers' technology proficiency remains consistently high, supporting deeper pedagogical engagement. The findings highlight the necessity for specialized professional training and curriculum development rooted in constructivist and TPACK principles to foster active, personalized, and effective AI-enhanced learning. Overall, the study provides valuable insights into AI adoption within Iran's cultural and infrastructural context, offering strategic guidance for policymakers and educators aiming to improve digital literacy and innovative teaching methods.

کلیدواژه ها:

Artificial Intelligence ، Secondary Education ، SAMR Model ، TPACK ، Constructivism Framework