Nowadays Artificial Intelligence (AI) affects most of our lives; it is positive in some ways, but there are limitations in others. Teachers' perceptions of AI are still poorly studied, despite ongoing debate and growing research in the field. One of its main effects is on students in the first grades; however, this study aimed to investigate the effect of AI on the first three grades of students in basic schools in the governorate of the capital Amman Jordan, from the perspective of its teachers as a case study. The study was performed using a scientific questionnaire, and 125 participants completed this survey. The findings of an analysis of teachers' beliefs regarding using AI technologies to teach the first three grades in elementary schools in Jordan's capital, Amman Governorate, are presented in detail. As a result of the significance of these axes in educational curricula and strategies, as well as related sustainability, the focus was on five axes in the questionnaire questions: the validity of information derived from artificial intelligence, supporting students' technical knowledge and conceptual knowledge, focusing on development practices for students' skills, and finally achieving educational outcomes. The findings show that in-service teachers need to be trained to use current AI-based tools more effectively. To integrate AI into regular education, teachers must participate in the process of co-designing materials while taking into account contextual circumstances and, most importantly, curricula. Teachers' input during the development can help put AI in perspective, resulting in tangible effects and significant educational advances.

MATEC Web of Conferences, open access proceedings in Materials science, Engineering and Chemistry

The objective of this work is to formulate an analytical solution using generalized hypergeometric series to capture the thermo-mechanical response of a viscoelastic interface in contact with a rigid half-space across a nominally flat rough surface. The considered model seeks to investigate the...

Transpired solar collectors preheat ventilation air and reduce heat loss through building envelopes, but the effect of glazing remains insufficiently resolved. This study combines experiments, computational fluid dynamics, and techno‐economic analysis to compare glazed and unglazed collectors sharing the same 6 m ² perforated absorber, 0.35% porosity and 110 mm plenum. Tests covered solar irradiance of 200–1000 W/m ² and specific airflow rates of 18–144 m ³ /(h·m ² ). The CFD model was validated against outlet‐temperature rise, absorber‐temperature distribution, and plenum‐centreline velocity and was used to interpret the internal flow and heat‐transfer mechanisms. The glazed collector achieved thermal efficiencies of 48%–75%, compared with 42%–65% for the unglazed collector. The model‐derived energy balance showed that glazing increased the useful‐heat fraction from 55% to 62%, mainly by reducing convective loss from 26% to 17%, while introducing a 5% optical loss. The unglazed collector exhibited slightly higher heat‐exchange effectiveness, whereas the glazed collector produced higher absorber and outlet‐air temperatures. At module level, their heating functions were complementary: the unglazed collector's wall heat‐loss recapture index decreased from 93% to 63%, while the glazed collector reduced ventilation‐heating load by 60%–90%. The glazed configuration also achieved passive efficiency above 50% at the upper tested cavity heights. Including rated fan input reduced efficiency by about three percentage points for both systems. The glazed collector delivered approximately 11% more modelled seasonal useful heat, while discounted payback was 5.5 years for the unglazed system and 6.8 years for the glazed system. Collector selection should therefore balance heat delivery, dynamic insulation, passive‐operation potential, maintenance, and capital recovery.