[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-594162-105":3,"detail-sidebar-cat-0-en-105":80,"doc-detail-594162-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","perceptions-challenges-and-prospects-university-professors-use-of-artificial-intelligence-in-education","Perceptions, Challenges, and Prospects: University Professors’ Use of Artificial Intelligence in Education","","Artificial Intelligence (AI) has emerged as a prominent research focus in education, with university professors’ perceptions and challenges showing notable differences. The study investigates professors’ familiarity with AI, its educational impacts, implementation challenges, and perceived threats. A survey of 65 university professors from diverse Egyptian institutions (state and private) was conducted, followed by statistical analyses. Results show varying familiarity, yet AI is regarded as a valuable educational tool. Barriers include difficulty interpreting AI outputs, AI system autonomy, financial costs, and data-privacy concerns, alongside fears about skill effects and possible dehumanization of teaching.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/perceptions-challenges-and-prospects-university-professors-use-of-artificial-intelligence-in-education/594162/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/perceptions-challenges-and-prospects-university-professors-use-of-artificial-intelligence-in-education/594162.png","ImageObject",300,407,{"name":42,"@type":43},"Kurz","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-27","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":33},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What does the study examine regarding AI among university professors?","Question",{"text":62,"@type":63},"It examines professors’ perspectives on AI, including their familiarity, educational impacts, implementation challenges, and perceived threats.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How was the research conducted?",{"text":67,"@type":63},"A survey was administered to 65 university professors from multiple Egyptian institutions, followed by statistical analyses of the collected data.",{"name":69,"@type":60,"acceptedAnswer":70},"What challenges hinder AI adoption according to the findings?",{"text":71,"@type":63},"Challenges include difficulty understanding and interpreting AI algorithmic outputs, concerns about AI autonomy, financial implications, and data privacy issues.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},594162,1792165829,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":33,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":139,"language":140,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":12,"update_tm":144,"read_time":98},2336478945635,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Australian Journal of Applied Linguistics ISSN 2209-0959  \n[https://www.castledown.com/journals/ajal/](https://www.castledown.com/journals/ajal/)  \nAustralian Journal of Applied Linguistics Volume 7 Number 1 (2024) [https://doi.org/10.29140/ajal.v7n1.1309](https://doi.org/10.29140/ajal.v7n1.1309)  \nPerceptions, Challenges, and Prospects: University Professors’ Use of Artificial Intelligence in Education  \nNOURELDIN MOHAMED ABDELAAL (corresponding author)  \n[nmneldin@msa.edu.eg](nmneldin@msa.edu.eg)  \nOctober University for Modern Sciences and Arts (MSA) Egypt  \nISLAM AL SAWI   \n[ialsawy@msa.edu.eg](ialsawy@msa.edu.eg)  \nOctober University for Modern Sciences and Arts (MSA) Egypt  \nCopyright: © 2024  \nNoureldin Mohamed Abdelaaland Islam Al Sawi  \nAbstract  \nArtificial Intelligence (AI) has emerged as a prominent area of investigation in the field of education. Also, perceptions, challenges and threats of AI among university professors show notable variations. This study explores university professors’ perspectives regarding AI, including their familiarity with AI, its educational impacts, challenges associated with its implementation, and perceived threats. To achieve this, a survey was administered to 65 university professors from diverse Egyptian institutions, both state and private. Subsequent statistical analyses were conducted to treat the collected data. The outcomes of these analyses reveal that university professors possess varying degrees of familiarity with AI. Despite this, they view AI as a valuable educational tool. The study identifies several challenges hindering AI adoption, encompassing difficulties in comprehending and interpreting AI algorithmic outcomes, the intricate autonomy of AI systems, financial implications of implementation, and concerns regarding data privacy. Additionally, the study identifies apprehensions pertaining to AI’’s influence on professors’ skills, potential dehumanization of pedagogy, adverse effects on students, and the potential obsolescence of professors. These findings bear implications for the integration of AI in educational contexts, highlighting the necessity for further exploration in this evolving field.  \nKeywords: AI research with university professors; perception of AI; challenges of using AI; threats of using AI.  \nIntroduction  \nDefinition ofAI  \nIt can reasonably be asserted that the phrase ‘Artificial Intelligence’(AI) has recently firmly established itself as one of the most heard concepts. This recognition extends not only within the domain of technology but also across the fields of education and research, to name a few. However, the evolution of the AI definition has led to considerable confusion (Kok et al., 2009) . To avoid any misunderstanding, this research adopts a comprehensive definition of AI as “a growing resource of interactive, autonomous, and often self-learning agency that can handle tasks that would otherwise necessitate human intelligence and intervention for successful execution”(Floridi & Cowls, 2019, p. 4) .  \nBackground  \nArtificial Intelligence plays many roles in our daily lives without us realizing it. Whether we search online, check email, schedule appointments, navigate traffic or get personal recommendations, AI is involved. The pandemic has shown how much we rely on AI for healthcare, education, communication and transportation (Akgun & Greenhow, 2022) . Now it ‘is hard to avoid AI apps. AI broadly means making computers do smart things like people. It’ is not just for science, tech and engineering anymore. AI also helps education with machine learning and new algorithms (Cheney-Lippold, 2017) . For instance, AI enables personalized lessons tailored to each student. It analyzes what they know and do not know to develop learning plans. This helps e-ducation become more effective and efficient. While AI is complex, its goal is simple – to be helpful, harmless and honest. As technology progresses, researchers work to ensure AI benefits humanit","cbCaidHzjs2RrKfU","https://ap.wps.com/l/cbCaidHzjs2RrKfU","pdf",447598,24,"English","# Abstract\n# Introduction\n## Definition of AI\n# Background","[{\"question\":\"What does the study examine regarding AI among university professors?\",\"answer\":\"It examines professors’ perspectives on AI, including their familiarity, educational impacts, implementation challenges, and perceived threats.\"},{\"question\":\"How was the research conducted?\",\"answer\":\"A survey was administered to 65 university professors from multiple Egyptian institutions, followed by statistical analyses of the collected data.\"},{\"question\":\"What challenges hinder AI adoption according to the findings?\",\"answer\":\"Challenges include difficulty understanding and interpreting AI algorithmic outputs, concerns about AI autonomy, financial implications, and data privacy issues.\"}]","Perceptions, Challenges, and Prospects: University Professors’ Use of Artificial Intelligence in Education | PDF",1792078640]