Using Artificial Intelligence in Algerian Higher Education: Opportunities and Challenges from Teachers’ Perspectives

Nora ACHILI
M`Hamed Bougara University of Boumerdes , Algeria
n.achili@univ-boumerdes.dz
https://orcid.org/0009-0004-6578-3250
Nadia ZERROUKI
M`Hamed Bougara University of Boumerdes, Algeria
na.zerrouki@univ-boumerdes.dz
https://orcid.org/0009-0004-3757-606X

Abstract

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.

Keywords: Algerian higher education, Artificial intelligence, AI use challenges, Artificial intelligence use, AI in education, Teachers’ perceptions

DOI:
https://doi.org/10.70091/atras/AI.34

How to Cite this Paper :

Achili, N., & Zerrouki, N. (2024). Using Artificial Intelligence in Algerian Higher Education: Opportunities and Challenges from Teachers’ Perspectives. Atras Journal, 5 (Special Issue), 541-556.

References:

Aliouche, M., & Mezghich, D. (2022). Meeting students’ needs via artificial intelligence. Case of third-year English students at Barika University Center, (Unpublished Master’s thesis). University Center Si-Elhoues, Barika, Algeria.
Alkinani, E. A. (2021). Factors affecting the use of information communication technology in teaching and learning in Saudi Arabia universities. Psychology and Education Journal, 58(1), 1012-1022. doi:10.17762/pae.v58il.849.
Ampong, K. O. (2024). Beyond the hype: Exploring faculty perceptions and acceptability of AI in teaching practices. Discover Education, 3(38),1-16. https://doi.org/10.1007/s44217- 024-00128.
Beghetto, R. A. (2016). Creative learning: A fresh look. Journal of Cognitive Education and        Psychology, 15(1), 6–23. https://doi.org/10.1891/1945-8959.15.1.6.
Bell. J. (1988). Doing your research project. Milton Keynes, Philadelphia: Open University         Press.
Belgaid, M. D., & Larbi, Q. (2022). Investigating the main challenges facing the integration of artificial intelligence in scientific research in Algerian higher education: A socio-economic perspective. Conference paper.(1-4) .Oran2 University.
Benbada, M. L., & Benaouda, N. (2023). Investigation of the role of artificial intelligence in developing machine translation quality: Case study: Reverso Context and Google Translate translations of expressive and descriptive texts. Language combination: Arabic-English/English-Arabic, (Unpublished Master’s thesis). Ibn Khaldoun University, Algeria.
Chounta, I. A., Bardone, E., Raudsep, A., & Pedaste, M. (2021). Exploring teachers’ perceptions of artificial intelligence as a tool to support their practice in Estonian K-12 education. International Journal of Artificial Intelligence in Education, 32(3), 725-755.           https://doi.org/10.1007/s40593-022-00257-1.
Flick, U. (2015). Introducing research methodology. A beginner’s guide to doing a researchproject. Sage Publications Ltd.
Gawate, S. P. (2019). Artificial intelligence (AI) based instructional programs in teaching-learning of the English language. International Journal of English Language, Literatureand Translation Studies, 6(4), 69-73.
Hocine, L. (2022). The impact of implementing artificial intelligence in digital marketing.                        Paper presented at the International Virtual Conference on Big Data and Digital                Economy as a Mechanism for Economic Growth in Developing Countries:                     Opportunities, Challenges, and Prospects(1-15). University of Chahid Hamma Lakhdar       El-Oued. https://dspace.univ-eloued.dz/handle/123456789/13477 .
Ilgaz, G., & Eskici, M. (2022). Creativity as a cross-program skill of teachers: Based on TALIS 2018 data. International Journal on Lifelong Education and Leadership, 8(2), 15-22.             https://doi.org/10.25233/ijlel.1162682.
Junaidi, J., Hamuddin, B., Julita, K., Rahman, F., & Derin, T. (2020). Artificial intelligence in context: Rising students’ speaking performance with Lyra virtual assistance. International Journal of Advanced Science and Technology, 29(05), 6735-6741. Retrieved from http://sersc.org/journals/index.php/IJAST/article/view/17726.
Kamoun, F., El Ayeb, W., Jabri, I., Sifi, S., & Iqbal, F. (2024). Exploring students’ and faculty’s knowledge, attitudes, and perceptions towards ChatGPT: A cross-sectional empirical study. Journal of Information Technology Education Research, 18(4), 450- 465. https://doi.org/10.1007/s44217-024-00128-4.
Karaca, A., & Kilcan, B. (2023). The adventure of artificial intelligence technology in education: Comprehensive scientific mapping analysis. Participatory Educational      Research, 10(4), 144–165. https://doi.org/10.17275/per.23.64.10.4.
Karakose, T., Demirkol, M., Aslan, N., Kose, H., & Yirci, R. (2023). A conversation with            ChatGPT about the impact of the COVID-19 pandemic on education: Comparative review based on human-AI collaboration. Educational Process International Journal, 12(3),7-25. https://doi.org/10.22521/edupij.2023.123.1.
Kim, N. J., & Kim, M. K. (2022). Teacher’s perceptions of using an artificial intelligence-based educational tool for scientific writing. Frontiers in Education, 7. Retrieved from https://www.frontiersin.org/articles/10.3389/feduc.2022.755914/full.
Lee, K. F. (2018). AI superpowers: China, Silicon Valley, and the new world order. Houghton     Mifflin Harcourt.
Lin, X. F. et al. (2022). Teachers’ perceptions of teaching sustainable artificial intelligence: A design frame perspective. Sustainability, 14(13), 7811. https://doi.org/10.3390/su14137811.
Luo, M., & Cheng, L. (2020). Exploration of interactive foreign language teaching mode based on artificial intelligence. In 2020 International Conference on Computer Vision, Image and Deep Learning (CVIDL) (pp. 285-290). IEEE. https://doi.org/10.1109/CVIDL51233.2020.00-84
Mangion, M., & Riebel, J. A. (2023). Perceptions of creativity by primary school students in        Malta. Journal of Intelligence, 11(3), 1-17.. https://www.mdpi.com/2079- 3200/11/3/53/.
Moura, A., & Carvalho, A. A. A. (2024). Teachers’ perceptions of the use of artificial intelligence in the classroom. In Proceedings of the International Conference on         Lifelong Education and Leadership for All. https://doi.org/10.2991/978-94-6463-380-      1-13.
Nazari, N., Shabbir, M. S., & Setiawan, R. (2021). Application of artificial intelligence powered digital writing assistant in higher education: Randomized controlled trial. Heliyon, 7(5). https://doi.org/10.1016/j.heliyon.2021.e0701.
Nunan, D. (1992). Research methods in language learning. Cambridge: Cambridge
University Press.
Polak, S., Schiavo, G., & Zancanaro, M. (2022). Teachers’ perspective on artificial intelligence education: An initial investigation. In CHI Conference on Human Factors in Computing Systems Extended Abstracts. https://doi.org/10.1145/3491101.3519866.
Rouzlani, O., Bouaziz, N., & Amroun, W. (2024). The role of artificial intelligence in managing customs risk for Algerian customs. Les Cahiers du Cread, 40(1), 285-306. https://doi.org/10.4314/cread.v40i1.10.
Uygun, D. (2024). Advances in mobile learning educational research. Advances in Mobile            Learning Educational Research, 4(1), 931-939.            https://doi.org/10.25082/AMLER.2024.01.005.
Vera, F. (2023). Integrating artificial intelligence (AI) in the classroom: Benefits and challenges. Transformar, 4(2), 66-77.
Walliman, N. (2006). Social research methods. London, Thousand Oaks, New Delhi:
Sage Publications.
Zerouati, M., & Zerouati, W. (2024). Examining the use of ChatGPT in scientific research:           Enhancing creativity or hindering originality? Journal of Security & Strategic Affairs, 1       (2), 14-26.

Copyright for all articles published in ATRAS belongs to the author. The authors also grant permission to the publisher to publish, reproduce, distribute, and transmit the articles. ATRAS publishes accepted papers under the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) License. Authors submitting papers for publication in ATRAS agree to apply the CC BY-NC 4.0 license to their work. For non-commercial purposes, anyone may copy, redistribute material, remix, transform, and construct material in any media or format, provided that the terms of the license are observed and the original source is properly cited.