Instructors at Arab University told Alfanar Media how they and their students are using artificial intelligence (AI) in their courses.
Mariam Emad, an assistant lecturer at the Department of Mass Communication at Chinese University of Egypt, started experimenting with AI after realizing that tools like Consensus and ResearchRabbit could save her time finding reliable academic content for some courses.
AI has also helped her expand her scientific knowledge, allowing her to create more engaging PowerPoint presentations using online graphic design platforms such as Canva, Emad told Al-Fanar Media.
Emad opposes relying entirely on AI because of its potential for error. She said using AI to create entire university courses, as UK universities reportedly did, undermines credibility.
The British experiment at Staffordshire University sparked complaints from students who said they didn't need to pay high fees for courses narrated by AI, saying they were of poor quality and repetitive. The university told the Guardian that “academic standards and learning outcomes were maintained” on the course.
Emad allows limited use of AI in classes at the Chinese University of Egypt (for example, in translation). But she gives other challenges to students who rely too much on it. She says AI has improved her interactions with students and saved her time at work.
Emad believes that Arab university lecturers need to rise to the challenge of AI in their regular courses and lifelong learning courses that teach graduates and others the skills they need to respond to the rapid changes in today's world.
Today's university teachers need digital skills to prepare digital content and use cloud technology and AI in teaching, as well as online platforms for hybrid in-person and remote teaching. That way, Emad said, they can keep up with rapidly evolving trends.
Khaled El Bendery, a professor of economics at the Faculty of Economics and Political Science at Beni Suef University in Egypt, is gradually incorporating AI tools into his classes.
El-Bendary primarily relies on Gemini Pro, the paid version of Google's AI-powered assistant Gemini. It has been approved by the Supreme Council of Egyptian Universities and will be offered free of charge to university students this year.
He said he uses AI selectively to prepare lectures, draft specific paragraphs, or find appropriate training courses to recommend to students. He believes that AI tools can help simplify some complex economic concepts.
However, El Bendery also worries about over-reliance on AI, which can lead to errors and distortions, making human oversight and verification essential.
El Bendery also criticized a British university's experiment in enabling AI to design and teach courses, saying that faculty must personally review academic content to ensure its quality and accuracy.
El Bendery also addressed concerns about students using AI to write research papers, saying they are using tools to analyze papers to detect AI-generated content.
Educational transformation
Many Arab academics say they are finding it difficult to keep up with digital transformation. Research shows that a significant proportion of faculty at some universities lack adequate training in digital curriculum and e-learning.
Further obstacles include heavy workloads that limit the amount of time available to learn about new digital tools, gaps in training programs, and the feeling that some academics have to confront emerging technologies on their own. Some universities have weak technological infrastructure.
Kuwait University teachers found almost ready
A study by Kuwait University's Faculty of Education on the state of the university's digital transformation found that its faculty met most of the modern teaching requirements. They used educational platforms such as Microsoft Teams and Moodle for communication and assignment submission, and used multimedia and electronic strategies to deliver content and facilitate student independent learning.
The study found that the need for training was moderate. The results showed that professors are clearly committed to improving their technical skills, applying digital security standards, using cloud computing tools, and offering specialized training programs where appropriate.
Instructor professional development
Arab universities are increasingly recognizing the need to support the professional development of their faculty. For example, Al Ain University in the United Arab Emirates states that a dynamic professional environment is essential. The university aims to improve the capabilities of its faculty through continuous training in technical and research skills and digital teaching methods.
