This study explores educators’ perspectives on the impact of generative artificial intelligence (AI) on academic roles within Palestinian institutions. Through qualitative interviews and quantitative surveys, the research reveals significant anxiety among educators, particularly concerning the potential decline of traditional roles, educational standards, and ethical implications of AI integration. While the study sought to identify demographic differences in concerns, the analysis found no statistically significant variations among respondents. Qualitatively, the study results showed that 69.2% of respondents expressed anxiety about the reduction of traditional teaching roles, 55.8% raised concerns regarding the potential decline in educational quality. Ethical implications, including privacy and research integrity, were significant themes, with 26.9% indicating strong concern in this area. Participants also highlighted the need for increased training and collaboration between educators and technology developers. The findings reveal a nuanced landscape where educators recognize the potential of AI to enhance educational practices while simultaneously grappling with the complexities and ethical challenges it presents. The study underscores the necessity for robust frameworks and professional development initiatives to ensure that AI adoption in academia benefits both educators and students in Palestine.

Title

Education and Information Technologies

Publisher

Springer Nature

Publisher Country

Netherlands

Indexing

Scopus

Impact Factor

4.8

Publication Type

Both (Printed and Online)

Volume

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Year

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Pages

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