Exploring Perspectives: Integration of GenAI in Academia among Faculty and Students in the Kingdom of Saudi Arabia

Abstract

The advent of Generative Artificial Intelligence (GenAI) technologies has created a surge to explore their impact on academia. This study investigates the perceptions of faculty and students in Saudi universities through a survey involving 162 faculty members and 663 students across 20+ universities. Data were collected to analyze attitudes, awareness and concerns surrounding the use of GenAI in educational contexts. The study aims to provide insights into the potential benefits, challenges, and ethical considerations associated with the integration of GenAI in teaching, research, and learning. Findings from this study contribute to a deeper understanding of the evolving relationship between GenAI technologies and education, informing future directions for research, policy, and practice in the field. We found that both groups are enthusiastic about the use of GenAI in education. However, there is a noticeable misalignment in their views, particularly concerning faculty encouragement, adoption and risks. Hence, we call for the following: 1- educational institutions should have clear policies for AI use that explain what is allowed and what is not. 2- they should provide tailored training and integrate the topic of GenAI into digital literacy courses to support responsible and effective usage. 3- they should encourage innovation in AI usage in education and award outstanding examples. 4- they are encouraged to reuse the national framework for using AI in education developed by SDAIA and the National e-Learning Center. 5- diverse assessment strategies such as oral examinations, project-based evaluations, and interactive discussions should be used to encourage originality and deeper understanding.