The Impact of Artificial Intelligence on Algerian Learners' Critical Thinking
DOI:
https://doi.org/10.70091/Atras/vol06no01.8Keywords:
Artificial intelligence, challenges, critical thinking, higher education, learning process, technologyAbstract
This study seeks to investigate the perspectives of Algerian university teachers about the challenges that arise when learners use artificial intelligence tools in their academic endeavours, and the potential impact of these challenges on the quality of education and academic outcomes. Identifying the potential impact of these challenges allows for the development of strategies that can mitigate potential negative impacts, and ensures that artificial intelligence serves as a beneficial resource rather than a hindrance. This research used a mixed-methods case study design, using quantitative and qualitative data collection and analysis methods to comprehensively investigate and analyse the identified challenges. The study included 60 teachers from three Algerian universities during the 2023 academic year. The identified issues include overreliance on technology, superficial learning, lack of creativity and innovation, academic dishonesty, and lack of collaborative learning. These results emphasize the need for further research to develop methods that enhance cognitive achievement and quality learning in Algeria.
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