فحص تصوّرات المحاضرين لاستخدام تقنيّات الذّكاء الاصطناعيّ في التّعليم

Abstract

This study examines higher education lecturers’ perceptions of using artificial intelligence (AI) technologies in education, their reliance on these technologies, and their intended goals. The study employed a mixed-methods approach, with data collected through an online questionnaire given to 98 lecturers in Israel. The findings show that most lecturers had used AI tools, with differences in how often and how much they had used them. The main reasons for using AI were related to research and education. Correlation analysis demonstrated a strong positive link between how often lecturers used AI and their awareness of these technologies. ChatGPT was identified as the most commonly used tool among lecturers.

Regarding lecturers’ perceptions and acceptance of AI use in teaching, based on the Technology Acceptance Model (TAM), the findings indicate a generally positive outlook, with high levels of self-efficacy, perceived ease of use, and behavioral intention. In contrast, levels of anxiety and stress were moderate. The study emphasizes the importance of implementing institutional support strategies and professional training to encourage AI integration in higher education, while also addressing ethical and pedagogical concerns to ensure an effective and safe use of these technologies in future academic environments.