دور استخدام الذكاء الاصطناعي في إنجاز المتطلبات الدراسية من وجهة نظر طالبات الفصل الثامن بكلية التربية أبو عيسى، جامعة الزاوية
DOI:
https://doi.org/10.65405/.11.ملحق%2041.2217Keywords:
Artificial Intelligence, Academic Requirements, Higher Education, Lesson Planning, Educational ActivitiesAbstract
This study aimed to investigate the role of artificial intelligence (AI) in completing academic requirements from the perspectives of eighth-semester female students at the Faculty of Education, Abu Issa, University of Zawia. It also sought to identify the most common areas of AI use and the major challenges associated with its application. The study adopted a descriptive analytical approach and used a questionnaire as the data collection instrument. The sample consisted of 143 female students from different academic departments within the faculty.
The findings revealed that ChatGPT was the most frequently used AI application among the participants, followed by Google Gemini. The results also showed that most students used AI applications several times a week to complete their academic tasks. Furthermore, the participants demonstrated a high level of agreement regarding the role of AI in preparing assignments and research projects by assisting with idea generation, improving writing quality, organizing information, and saving time. Similarly, the findings indicated a high level of agreement concerning AI's role in lesson planning and the design of educational activities, particularly in developing interactive learning activities and enhancing instructional and assessment methods.
The study further found that the main challenges faced by students were excessive reliance on AI, which may weaken personal skills, and concerns about the accuracy of the information generated by AI applications. In addition, the results indicated that the majority of the participants held positive attitudes toward the future use of AI in both academic and professional contexts.
Based on these findings, the study recommends promoting a culture of responsible AI use, establishing clear university policies to regulate its application, and providing training for both students and faculty members on the ethical and effective use of AI. It also recommends integrating AI into teacher education programs to enhance the quality of the educational process and improve higher education outcomes.
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