Quality of School Environments Utilizing AI Technologies and Its Relationship to Kuwaiti Inclusive Schools' Reputation

This study assessed the quality of the school environment in Kuwaiti public inclusive schools amid adopting artificial intelligence (AI) technologies, and its relationship with school reputation as perceived by teachers, along with differences by gender, qualification, service years, and region. A descriptive correlational design was adopted, and a 36-item questionnaire was administered covering five dimensions of school environment quality: technical infrastructure, teachers' competence in using AI, administrative support and interaction, the impact of AI on learning and the classroom environment, and school culture and digital transformation, alongside a separate 15-item school reputation scale, both showing high validity and reliability. The instrument was applied to a random sample of 375 teachers across different Kuwaiti educational regions. Overall school environment quality was moderate; the "impact of AI on learning and classroom environment" dimension ranked highest, whereas "technical infrastructure" ranked lowest, reflecting a gap between recognizing AI's value and schools' actual readiness. School reputation was likewise moderate, with significant differences favoring male teachers and less experienced staff (under five years), and no significant effect for qualification or region. Correlation analysis revealed a strong positive relationship between the two variables, with environment quality alone explaining 69.7% of the variance in reputation. The study recommended strengthening technical infrastructure, training staff on AI integration, and launching media initiatives to enhance inclusive schools' public image.