Abstract

Objectives: This study aimed to explore the factor structure of mathematics teachers' practices in e-learning and AI-enhanced teaching strategies, as well as to identify the nature of integration between them by using exploratory factor analysis in North Al Batinah Governorate, Sultanate of Oman. Methods: The study adopted a descriptive analytical approach, and a questionnaire consisting of 34 items was administered to a sample of 184 mathematics teachers. Results: The results indicated a high level of reliability, with a Cronbach's alpha of 0.977. The Kaiser-Meyer-Olkin (KMO = 0.941) and Bartlett's test confirmed the suitability of the data for factor analysis. The findings revealed three main factors: e-learning practices, AI-enhanced teaching strategies, and the integration between them, explaining 69.02% of the total variance. Conclusions: The study recommends the following: Enhancing the professional development of mathematics teachers to support the integrated use of e-learning and artificial intelligence in classroom practices, along with other recommendations.