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A descriptive quantitative survey with 1,390 students from 15 Saudi universities shows generally positive perceptions, including recognition of learning-support benefits and broad awareness of concerns. 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role of generative AI in education: Perceptions of Saudi students  \nAminah Saad Aldossary 1*  \n 0000-0002-6706-4370  \nAlia Abdullah Aljindi 2  \n 0000-0001-6808-6101  \nJamilah Mohammed Alamri 2  \n 0000-0001-6331-5307  \n1 Department of Curriculum and Instruction, King Faisal University, Al-Hasa, SAUDI ARABIA  \n2 Department of Educational Technology, King Abdulaziz University, Jeddah, SAUDI ARABIA  \n* Corresponding author: [aldossary@kfu.edu.sa](aldossary@kfu.edu.sa)  \nCitation: Aldossary, A. S., Aljindi, A. A., & Alamri, J. M. (2024) . The role of generative AI in education: Perceptions of Saudi  \nstudents. Contemporary Educational Technology, 16(4), ep536. [https://doi.org/10.30935/cedtech/15496](https://doi.org/10.30935/cedtech/15496)  \nARTICLE INFO ABSTRACT  \n\n| Received: 27 Jul 2024\u003Cbr>Accepted: 2 Oct 2024\u003Cbr>INTRODUCTION | Purpose: This study aims to provide an analysis of students’ perceptions ofthe role of generative artificial intelligence (GenAI) tools in education, through five axes: (1) level of knowledge and awareness, (2) level of acceptance and readiness,(3) the role of GenAI in education,(4) level of awareness of potential concerns and challenges, and (5) The impact of GenAI tools on achieving the sustainable development goals in education.\u003Cbr>Materials and methods: The study followed a descriptive quantitative methodology based on surveying through a questionnaire. The sample consisted of 1390 students from 15 Saudi universities.\u003Cbr>Results: The students have positive perceptions towards the role of GenAI tools in education, as students have a high level of awareness and acceptance of adopting these tools. In addition, students are highly aware of the role of GenAI tools in improving their understanding of complex concepts, developing skills, improving their self-efficacy, learning outcomes, providing feedback, and making learning meaningful. The results also confirm their general awareness of the concerns and challenges. A relationship exists between students’ perceptions of GenAI and their scientific specializations, as students in computer sciences showed greater awareness regarding concerns and challenges, whereas students in agricultural sciences showed greater awareness of the impact of GenAI tools on achieving sustainable development goals. Conclusions: The study offers valuable insights on GenAI adoption in higher education, also there is an urgent need to consider developing appropriate use policies, spreading awareness, and creating systems capable of detecting unethical cases.\u003Cbr>Keywords: artificial intelligence, ChatGPT, LLM, technology role, education filed, perceptions of Saudi students |\n| --- | --- |\n\nArtificial intelligence (AI) has become one of the prominent features of the 21st century, with AI technologies contributing to significant qualitative advancements in various areas, including the education sector. In recent years, AI has witnessed substantial research efforts by leading technology companies, research centers, scholars, and academics, aiming to develop its fields, techniques, and applications in diverse contexts. These efforts have contributed to the emergence of many new concepts, including generative artificial intelligence (GenAI), a recent advancement that marks a turning point in the history of AI (Obenza et al., 2023) . GenAI generates new content through statistical analysis of vocabulary distribution and parts  \n(tokens) and common patterns, encompassing the production of texts, images, videos, music, programming codes, and scenarios (Holmes et al., 2023) . It’s worth noting that GenAI models have been trained on massive datasets known as Big Data, collected from diverse sources, such as web pages, social media, reports, conversations, media, and databases. GenAI models can be retrained on specific data within a particular domain (Holmes et al., 2023) . Thi","cbCait4G8j58dAWR","https://ap.wps.com/l/cbCait4G8j58dAWR","pdf",294064,18,"English","# ARTICLE INFO ABSTRACT\n## Introduction\n## Purpose, Materials and methods, Results, Conclusions\n## Keywords","[{\"question\":\"What is the purpose of the study on GenAI in education?\",\"answer\":\"The study analyzes students’ perceptions of GenAI’s role in education across five axes, including knowledge/awareness, acceptance/readiness, concerns/challenges, and links to sustainable development goals.\"},{\"question\":\"How was the research conducted?\",\"answer\":\"The study used a descriptive quantitative approach based on a questionnaire survey.\"},{\"question\":\"What do the results show about students’ perceptions of GenAI tools?\",\"answer\":\"Students report positive perceptions, high awareness and acceptance, and recognize GenAI’s potential to support understanding of complex concepts, skills, self-efficacy, learning outcomes, feedback, and meaningful learning, alongside general awareness of concerns and challenges.\"}]","The role of generative AI in education: Perceptions of Saudi students | PDF",1792090620,45]