Use of artificial intelligence in activating the role of Saudi universities in joint scientific research between university teachers and students

Abstract

Scientific research in Saudi Arabia’s universities has undergone significant changes in recent years with the speed of higher education expansion and the opening of new universities. Artificial intelligence (AI) can be applied to existing data analysis processes to enhance pattern recognition and to support advanced data analysis. This study aimed to investigate the obstacles to activating the role of university instructors and students in joint scientific research. The study also aimed to evaluate joint scientific research between university teachers and students in universities, as well as the mechanisms for activating joint scientific research among male and female students in health and humanities science within Saudi universities, to enhance creation and invention achievements. To determine the obstacles to activating scientific research roles between students and tutors in Saudi universities using AI, a simple random sampling technique was adopted for this study. A well-structured questionnaire was administered to 250 respondents affiliated with universities in Saudi Arabia. The data collected were statistically analyzed with the aid of the Statistical Package for Social Science (SPSS) version 20. The results of this study revealed that the objectives of joint scientific research between university teachers and students in universities have a significant positive predictor of obstacles to activating the role of teachers in joint scientific research with students in Saudi universities. The study also showed that there was a statistically significant correlation (p value = 0.00) between each of the variables.

A systematic review of research on artificial intelligence in higher education: Practice, gaps, and future directions in the GCC

“…The first research question is about the possible advantages and disadvantages of using artificial intelligence in higher education, as reported in the GCC region. For the benefits, among the 32 studies analysed, 18 studies were used for answering the second research question since the other studies were either survey papers [4,5,6,13,17,19] or review papers [9,11,15,20,24,25,28,31], that have no utilization of artificial intelligence.…”

“…There are a number of studies in the region showing positive impact of AI interventions in higher education, such as making it easy for instructors to grade students (Al-Hashimi and Hamdan, 2021) and improving students' understanding on how to incorporate technology into the existing business process (Johnson et al, 2022). However, a number of studies reflect significant obstacles and issues, such as inadequate training of faculty members (Aldossary et al, 2020), failure to follow up and monitor challenges for adopting AI (Albasalah et al, 2021), stress and pressure among teachers due to feeling AI is challenging their position , as well as the scarcity of resources, lack of investment in AI, poor interest in college administration, lack of knowledge, and a limited number of studies that are associated with the AI applications (Mohammad et al, 2021). Alzahrani (2022) states that AI will continue to assist humans in the future when more research, funding, and resources are needed from the perspective of Arabic countries in successfully implementing AI systems in education.…”

Artificial Intelligence Versus Arab Universities: An Enquiry into the Saudi Context

“…While it is difficult to ignore the significance of AI in increasing educational quality and lowering economic costs in universities, recent studies (Albasalah et al, 2022;Barakina et al, 2021;Hooda et al, 2022) have advocated for the acceptance and use of AI in education. However, there is still a significant gap of AI usage in teaching and learning contexts.…”

The Impact of a Nanotechnology-Based Training Program on the Development of Digital Competencies among High School Biology Teachers

“…Given these considerations, the current research problem is identified by the low level of digital competencies and the utilization of nanotechnology applications among biology teachers in secondary education. Consequently, this research aims to explore the effects of a training program based on nanotechnology applications on the development of digital competencies among biology teachers in secondary education (Albasalah et al, 2022).…”