{"id":2378,"date":"2024-09-30T09:00:00","date_gmt":"2024-09-30T09:00:00","guid":{"rendered":"https:\/\/atras-univ-saida.dz\/en\/?p=2378"},"modified":"2025-01-30T19:00:15","modified_gmt":"2025-01-30T19:00:15","slug":"using-artificial-intelligence-in-algerian-higher-education-opportunities-and-challenges-from-teachers-perspectives","status":"publish","type":"post","link":"https:\/\/atras-univ-saida.dz\/en\/?p=2378","title":{"rendered":"Article 34 Issue 03 Vol 5 September 2024"},"content":{"rendered":"\n

Using Artificial Intelligence in Algerian Higher Education: Opportunities and Challenges from Teachers\u2019 Perspectives<\/strong><\/h1><\/div><\/div>\n\n\n\n

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

Abstract<\/strong><\/p><\/div><\/div>\n\n\n\n

Using Artificial Intelligence in education is gaining momentum in most educational systems worldwide. Yet, despite its acknowledged benefits in tailoring students\u2019 learning, its use in Algerian higher education classes comes with inherent challenges and ethical dilemmas as teachers often express concerns about students\u2019 actual use when engaged in tasks\u2019 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\u2019 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\u2019 reluctance toward technology use has become real and a successful integration should start by changing teachers\u2019 viewpoints on this matter.  <\/p><\/div><\/div>\n\n\n\n

Keywords:<\/strong> Algerian higher education, Artificial intelligence, AI use challenges, Artificial intelligence use, AI in education, Teachers\u2019 perceptions<\/p><\/div><\/div>\n\n\n

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DOI:<\/strong>
https:\/\/doi.org\/10.70091\/atras\/AI.34<\/strong><\/h1><\/div><\/div>\n\n\n\n

How to Cite this Paper :<\/strong><\/strong> <\/p><\/div><\/div>\n\n\n\n

Achili, N., & Zerrouki, N. (2024). Using Artificial Intelligence in Algerian Higher Education: Opportunities and Challenges from Teachers\u2019 Perspectives. Atras Journal, 5<\/em> (Special Issue), 541-556.<\/p><\/div><\/div>\n\n\n\n

References<\/strong>:<\/p><\/div><\/div>\n\n\n\n

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Copyright for all articles published in ATRAS <\/strong>belongs to the author. The authors also grant permission to the publisher to publish, reproduce, distribute, and transmit the articles. ATRAS <\/strong>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 <\/strong>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.<\/p><\/div><\/div>\n","protected":false},"excerpt":{"rendered":"

Algerian higher education, Artificial intelligence, AI use challenges, Artificial intelligence use, AI in education, Teachers\u2019 perceptions<\/p>\n","protected":false},"author":2,"featured_media":2246,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[408],"tags":[526,525,448,419,527,520],"class_list":["post-2378","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-vol-05-n03-2024","tag-ai-in-education","tag-ai-use-challenges","tag-algerian-higher-education","tag-artificial-intelligence","tag-artificial-intelligence-use","tag-teachers-perceptions"],"gutentor_comment":0,"yoast_head":"\nArticle 34 Issue 03 Vol 5 September 2024 - ATRAS journal<\/title>\n<meta name=\"description\" content=\"Algerian higher education, Artificial intelligence, AI use challenges, Artificial intelligence use, AI in education, Teachers\u2019 perceptions Using Artificial Intelligence in education is gaining momentum in most educational systems worldwide. 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Yet, despite its acknowledged benefits in tailoring students\u2019 learning, its use in Algerian higher education classes comes with inherent challenges and ethical dilemmas as teachers often express concerns about students\u2019 actual use when engaged in tasks\u2019 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\u2019 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\u2019 reluctance toward technology use has become real and a successful integration should start by changing teachers\u2019 viewpoints on this matter.","og_url":"https:\/\/atras-univ-saida.dz\/en\/?p=2378","og_site_name":"ATRAS journal","article_publisher":"https:\/\/www.facebook.com\/p\/ATRAS-journal-100083161450894\/","article_published_time":"2024-09-30T09:00:00+00:00","article_modified_time":"2025-01-30T19:00:15+00:00","og_image":[{"width":437,"height":565,"url":"https:\/\/atras-univ-saida.dz\/en\/wp-content\/uploads\/2024\/09\/vol-05-n03-2024.png","type":"image\/png"}],"author":"atras","twitter_card":"summary_large_image","twitter_title":"Using Artificial Intelligence in Algerian Higher Education: Opportunities and Challenges from Teachers\u2019 Perspectives","twitter_description":"Using Artificial Intelligence in education is gaining momentum in most educational systems worldwide. Yet, despite its acknowledged benefits in tailoring students\u2019 learning, its use in Algerian higher education classes comes with inherent challenges and ethical dilemmas as teachers often express concerns about students\u2019 actual use when engaged in tasks\u2019 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\u2019 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\u2019 reluctance toward technology use has become real and a successful integration should start by changing teachers\u2019 viewpoints on this matter.","twitter_image":"https:\/\/atras-univ-saida.dz\/en\/wp-content\/uploads\/2024\/09\/vol-05-n03-2024.png","twitter_misc":{"Written by":"atras","Est. reading time":"6 minutes"},"schema":{"@context":"https:\/\/schema.org","@graph":[{"@type":"Article","@id":"https:\/\/atras-univ-saida.dz\/en\/?p=2378#article","isPartOf":{"@id":"https:\/\/atras-univ-saida.dz\/en\/?p=2378"},"author":{"name":"atras","@id":"https:\/\/atras-univ-saida.dz\/en\/#\/schema\/person\/ad5e6fcff0b37638480b00e92868cd64"},"headline":"Article 34 Issue 03 Vol 5 September 2024","datePublished":"2024-09-30T09:00:00+00:00","dateModified":"2025-01-30T19:00:15+00:00","mainEntityOfPage":{"@id":"https:\/\/atras-univ-saida.dz\/en\/?p=2378"},"wordCount":1390,"publisher":{"@id":"https:\/\/atras-univ-saida.dz\/en\/#organization"},"image":{"@id":"https:\/\/atras-univ-saida.dz\/en\/?p=2378#primaryimage"},"thumbnailUrl":"https:\/\/atras-univ-saida.dz\/en\/wp-content\/uploads\/2024\/09\/vol-05-n03-2024.png","keywords":["AI in education","AI use challenges","Algerian higher education","Artificial Intelligence","Artificial intelligence use","teachers\u2019 perceptions"],"articleSection":["Vol 05 N03 2024"],"inLanguage":"en-US"},{"@type":"WebPage","@id":"https:\/\/atras-univ-saida.dz\/en\/?p=2378","url":"https:\/\/atras-univ-saida.dz\/en\/?p=2378","name":"Article 34 Issue 03 Vol 5 September 2024 - ATRAS journal","isPartOf":{"@id":"https:\/\/atras-univ-saida.dz\/en\/#website"},"primaryImageOfPage":{"@id":"https:\/\/atras-univ-saida.dz\/en\/?p=2378#primaryimage"},"image":{"@id":"https:\/\/atras-univ-saida.dz\/en\/?p=2378#primaryimage"},"thumbnailUrl":"https:\/\/atras-univ-saida.dz\/en\/wp-content\/uploads\/2024\/09\/vol-05-n03-2024.png","datePublished":"2024-09-30T09:00:00+00:00","dateModified":"2025-01-30T19:00:15+00:00","description":"Algerian higher education, Artificial intelligence, AI use challenges, Artificial intelligence use, AI in education, Teachers\u2019 perceptions Using Artificial Intelligence in education is gaining momentum in most educational systems worldwide. Yet, despite its acknowledged benefits in tailoring students\u2019 learning, its use in Algerian higher education classes comes with inherent challenges and ethical dilemmas as teachers often express concerns about students\u2019 actual use when engaged in tasks\u2019 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\u2019 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\u2019 reluctance toward technology use has become real and a successful integration should start by changing teachers\u2019 viewpoints on this matter.","breadcrumb":{"@id":"https:\/\/atras-univ-saida.dz\/en\/?p=2378#breadcrumb"},"inLanguage":"en-US","potentialAction":[{"@type":"ReadAction","target":["https:\/\/atras-univ-saida.dz\/en\/?p=2378"]}]},{"@type":"ImageObject","inLanguage":"en-US","@id":"https:\/\/atras-univ-saida.dz\/en\/?p=2378#primaryimage","url":"https:\/\/atras-univ-saida.dz\/en\/wp-content\/uploads\/2024\/09\/vol-05-n03-2024.png","contentUrl":"https:\/\/atras-univ-saida.dz\/en\/wp-content\/uploads\/2024\/09\/vol-05-n03-2024.png","width":437,"height":565},{"@type":"BreadcrumbList","@id":"https:\/\/atras-univ-saida.dz\/en\/?p=2378#breadcrumb","itemListElement":[{"@type":"ListItem","position":1,"name":"Home","item":"https:\/\/atras-univ-saida.dz\/en\/"},{"@type":"ListItem","position":2,"name":"Article 34 Issue 03 Vol 5 September 2024"}]},{"@type":"WebSite","@id":"https:\/\/atras-univ-saida.dz\/en\/#website","url":"https:\/\/atras-univ-saida.dz\/en\/","name":"ATRAS journal","description":"ATRAS is a double-blind, peer-reviewed, and multidisciplinary journal issued by the Faculty of Letters, Languages, and Arts, Saida University","publisher":{"@id":"https:\/\/atras-univ-saida.dz\/en\/#organization"},"alternateName":"ATRAS journal","potentialAction":[{"@type":"SearchAction","target":{"@type":"EntryPoint","urlTemplate":"https:\/\/atras-univ-saida.dz\/en\/?s={search_term_string}"},"query-input":{"@type":"PropertyValueSpecification","valueRequired":true,"valueName":"search_term_string"}}],"inLanguage":"en-US"},{"@type":"Organization","@id":"https:\/\/atras-univ-saida.dz\/en\/#organization","name":"ATRAS journal","alternateName":"ATRAS is a double-blind, peer-reviewed, and multidisciplinary journal issued by the Faculty of Letters, Languages, and Arts, Saida University","url":"https:\/\/atras-univ-saida.dz\/en\/","logo":{"@type":"ImageObject","inLanguage":"en-US","@id":"https:\/\/atras-univ-saida.dz\/en\/#\/schema\/logo\/image\/","url":"https:\/\/atras-univ-saida.dz\/en\/wp-content\/uploads\/2024\/05\/logo-512x512-1.png","contentUrl":"https:\/\/atras-univ-saida.dz\/en\/wp-content\/uploads\/2024\/05\/logo-512x512-1.png","width":512,"height":512,"caption":"ATRAS journal"},"image":{"@id":"https:\/\/atras-univ-saida.dz\/en\/#\/schema\/logo\/image\/"},"sameAs":["https:\/\/www.facebook.com\/p\/ATRAS-journal-100083161450894\/"]},{"@type":"Person","@id":"https:\/\/atras-univ-saida.dz\/en\/#\/schema\/person\/ad5e6fcff0b37638480b00e92868cd64","name":"atras","image":{"@type":"ImageObject","inLanguage":"en-US","@id":"https:\/\/secure.gravatar.com\/avatar\/607d3e9ced6ad1403645c0d9854f1d33abaeefbd7fecc154ab8216f3dd005418?s=96&d=mm&r=g","url":"https:\/\/secure.gravatar.com\/avatar\/607d3e9ced6ad1403645c0d9854f1d33abaeefbd7fecc154ab8216f3dd005418?s=96&d=mm&r=g","contentUrl":"https:\/\/secure.gravatar.com\/avatar\/607d3e9ced6ad1403645c0d9854f1d33abaeefbd7fecc154ab8216f3dd005418?s=96&d=mm&r=g","caption":"atras"},"url":"https:\/\/atras-univ-saida.dz\/en\/?author=2"}]}},"_links":{"self":[{"href":"https:\/\/atras-univ-saida.dz\/en\/index.php?rest_route=\/wp\/v2\/posts\/2378","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/atras-univ-saida.dz\/en\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/atras-univ-saida.dz\/en\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/atras-univ-saida.dz\/en\/index.php?rest_route=\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/atras-univ-saida.dz\/en\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=2378"}],"version-history":[{"count":2,"href":"https:\/\/atras-univ-saida.dz\/en\/index.php?rest_route=\/wp\/v2\/posts\/2378\/revisions"}],"predecessor-version":[{"id":2575,"href":"https:\/\/atras-univ-saida.dz\/en\/index.php?rest_route=\/wp\/v2\/posts\/2378\/revisions\/2575"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/atras-univ-saida.dz\/en\/index.php?rest_route=\/wp\/v2\/media\/2246"}],"wp:attachment":[{"href":"https:\/\/atras-univ-saida.dz\/en\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=2378"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/atras-univ-saida.dz\/en\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=2378"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/atras-univ-saida.dz\/en\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=2378"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}