Potentiality and Apprehensions of Artificial Intelligence in Education: Perspectives of Education Staff

Abstract

The present study aimed to assess the potentiality and apprehensions of artificial intelligence (AI) in education. It also investigated the challenges of AI integration into education from the teachers' perspectives. A cross-sectional study design was adopted. Through random sampling, a total of 63 members of faculty were recruited from Kuwait University. An online questionnaire was administered to the study participants. The data was analyzed through SPSS version 26, using descriptive statistics, t-tests, and ANOVA. The results showed that there was a remarkably high consensus about the potentiality of AI for education. The teachers’ readiness to adopt AI was low. Data analysis, machine learning, and natural language processing were the most important aspects of linking education and AI. The participants highlighted that for the empowerment of students, AI system use cases, evaluation of the intelligence of AI systems, and identification of the technical limitations of AI systems were crucial. Greater were challenges and difficulties in using AI such as the lack of availability of suitable educational materials, unavailability of required expertise in the field, and the complexity of the subject. However, no statistical difference attributed to gender, academic degree, and academic department in terms of facing challenges was found.