Effectiveness of Introducing Artificial Intelligence in the Curricula and Teaching Methods

Abstract

This research examined educators’ perceptions of the effectiveness of introducing artificial intelligence (A.I.) and expert systems into the curricula and teaching methods of higher educational institutions in the United Arab Emirates. Ninety-three faculty members in various departments of UAE colleges of education completed a questionnaire assessing the impacts of Artificial Intelligence on students’ creativity, problem-solving skills, data were analyzed to identify differences based on gender, educational qualification, and experience. The results of t-tests and ANOVA analysis revealed that participants had overall positive attitudes toward introducing A.I. and expert systems into the curricula and teaching methods. Although no differences were found based on gender or experience, statistically significant differences were associated with academic qualifications, whereby participants with master's degrees gave higher ratings than those with doctorates. Based on the findings, introducing A.I. and expert systems into higher education curricula and teaching methods is recommended.