Artificial Intelligence Versus Arab Universities: An Enquiry into the Saudi Context

Abstract

This study aims to identify factors that influence the adoption of artificial intelligence in teaching and learning environments in Saudi universities in light of the Unified Theory of Acceptance and Use of Technology, as well as proposals that effectively support the adoption of artificial intelligence (AI) in Saudi universities' teaching and learning environments. The study employs a qualitative approach based on a semi-structured interview, with the participation of 17 faculty members from Saudi universities specialising in educational technology. According to the Unified Theory of Acceptance and Use of Technology, the study's findings show that there are four aspects that affect how artificial intelligence is adopted in teaching and learning settings in Saudi universities. The facilitating conditions rank first in terms of positive impact, followed by performance expectancy in second, effort expectancy in third, and social influence in fourth place. The study makes a number of recommendations to encourage the use of artificial intelligence in Saudi universities, including teaching faculty members how to use artificial intelligence in the classroom, emphasising the benefits of implementing AI for educational leaders, offering AI tools, programmes, and technical support, as well as offering faculty members incentives and promoting scientific research in the area of AI in higher education. KEYWORDS Educational technology, E-learning, education, higher education, integration, Unified Theory of Acceptance and Use of Technology (UTAUT)