Using Artificial Intelligence in Algerian Higher Education: Opportunities and Challenges from Teachers’ Perspectives
DOI:
https://doi.org/10.70091/atras/AI.34Keywords:
Algerian higher education, Artificial intelligence, AI use challenges, Artificial intelligence use, AI in education, Teachers’ perceptionsAbstract
Using Artificial Intelligence in education is gaining momentum in most educational systems worldwide. Yet, despite its acknowledged benefits in tailoring students’ learning, its use in Algerian higher education classes comes with inherent challenges and ethical dilemmas as teachers often express concerns about students’ actual use when engaged in tasks’ completion. In this context, this study examines the reality of AI employment by teachers from eleven (11) universities, including a purposive sample of forty-one (41) participants who answered an online semi-structured questionnaire. The questionnaire contained twenty (20) items which targeted the teachers’ AI use practices and perceptions, by focusing on the perceived opportunities it offers, the challenges it poses, and the reasons for the use or non-use of AI in class. The results revealed that teachers are concerned about the unethical use of AI and its impact on teacher-student trust and relationships. A clear need for comprehensive teacher training on effective AI use was identified, with a significant lack of motivation among educators to integrate AI into their teaching. The teachers’ reluctance toward technology use has become real and a successful integration should start by changing teachers’ viewpoints on this matter.
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