Embracing the algorithm: Faculty perceptions of artificial intelligence tools and their role in transforming teaching and learning in higher education
Abstract
Although the use of Artificial Intelligence (AI) tools is a relatively recent phenomenon in the context of Higher Education (HE) practice, little research exists on the faculty in the Arab Gulf Region perceptions and application of AI tools. This study investigates the use of AI tools by academics in the foundation programmes at a Higher Education Institution (HEI) in Oman, the perceived value of AI in education and learning, challenges faced by these academics, and the professional development needs. A questionnaire with 40 questions was used for the quantitative, descriptive cross sectional survey from June to September 2026. Forty-four responses were received, of which eight (18.2%) were excluded because they were careless in their responses; the remaining 36 responses were analysed using descriptive and inferential statistics, as well as thematic analysis. Adoption of AI was widespread and commonplace, with 83.3% using AI tools at least weekly, with ChatGPT by far the most commonly used tool (91.7%), and the majority of users focusing on lesson planning (80.6%), teaching materials (77.8%) or the design of assessments (69.4%). Perceptions of pedagogical impact were rated as moderate (M = 2.97 on a scale of 5), and were bimodal, with barriers, primarily academic integrity (M = 3.06), there being around 50% at each end. Pedagogical impact was perceived at a moderate level (M = 2.97 of 5) and was bimodal, with academic integrity (M = 3.06) being the most common barrier endorsed by about 50% of the sample, followed by trustworthiness of content and cost. Younger, early career faculty reported significantly greater positive perceptions and much greater need for development (p < .001). The study reveals that there exists a practice-conviction gap between faculty use of AI and their confidence in the potential of AI as a pedagogical tool. Professional development, policy and assessment redesign, subsidized access, and connectivity and support are recommended to address the needs of individuals across the career stages.