Obstacles to the Use of Computerized Mind Maps in Teaching Arabic to Middle School Students in Kuwait from the Teachers' Perspective

This study aimed to identify the obstacles to using computerized mind maps in teaching Arabic to middle school students in Kuwait. To achieve its objectives, a descriptive analytical approach was employed, utilizing a questionnaire to collect data from a sample of 240 Arabic language teachers in Kuwaiti middle schools. The results indicated significant obstacles to the use of computerized mind maps in Arabic instruction, as perceived by the sample participants. The challenges related to students ranked highest with an average score of 3.64, followed by curriculum-related obstacles at 3.61, and teacher-related issues at 3.42. Additionally, the findings revealed no statistically significant differences in responses regarding obstacles based on gender, years of experience, or educational region, except for gender differences concerning student and curriculum-related obstacles, favoring female teachers. The study recommended intensifying training for teachers on the use of computerized mind maps and providing necessary resources. It also suggested conducting future research to explore the impact of computerized mind maps in other educational areas, such as science and mathematics, to assess their effectiveness in enhancing learning.