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<p>This qualitative study investigates how Palestinian mothers employ generative artificial intelligence, particularly ChatGPT, in their after-school learning practices. Drawing on 305 posts from two Facebook groups, the research analyzes narratives from fifty women across different regions of Palestine. Thematic analysis revealed six interrelated themes: reconceptualizing maternal pedagogical roles, reframing homework practices through efficiency and accessibility, concerns about dependency and the erosion of independent thought, emotional economies of AI in reducing conflict and fostering intimacy, fears of superficiality and dishonesty, and strategies for negotiating balance between technological support and traditional human pedagogy. The findings suggest that while mothers valued AI’s capacity to alleviate exhaustion, inspire motivation, and reshape emotional dynamics at home, they simultaneously expressed anxieties about intellectual laziness, integrity, and cultural values such as perseverance. The study highlights how Palestinian mothers described selectively using AI in children’s home learning while also expressing concerns about dependency, authenticity, and discipline.</p>

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Palestinian mothers’ mediation of generative AI in home learning practices a qualitative study

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  • 出版模式：

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  • 发表日期：

    2026年6月29日

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  • Bilal Hamamra,
  • Zuheir N. Khlaif,
  • Aya Al-Asi,
  • Hiba Daraghmeh,
  • Rania Abu Diak

摘要

This qualitative study investigates how Palestinian mothers employ generative artificial intelligence, particularly ChatGPT, in their after-school learning practices. Drawing on 305 posts from two Facebook groups, the research analyzes narratives from fifty women across different regions of Palestine. Thematic analysis revealed six interrelated themes: reconceptualizing maternal pedagogical roles, reframing homework practices through efficiency and accessibility, concerns about dependency and the erosion of independent thought, emotional economies of AI in reducing conflict and fostering intimacy, fears of superficiality and dishonesty, and strategies for negotiating balance between technological support and traditional human pedagogy. The findings suggest that while mothers valued AI’s capacity to alleviate exhaustion, inspire motivation, and reshape emotional dynamics at home, they simultaneously expressed anxieties about intellectual laziness, integrity, and cultural values such as perseverance. The study highlights how Palestinian mothers described selectively using AI in children’s home learning while also expressing concerns about dependency, authenticity, and discipline.