Abstract

Artificial Intelligence (AI) is an emerging technology that is transforming various aspects of society, including higher education. This paper examines faculty perspectives from five different institutions; The American University in Cairo (AUC), The German University in Cairo (GUC), The Arab Academy for Science and Technology (AAST), Ain Shams University, and Cairo University, on the use of AI in higher education in teaching and learning in Egypt, with all its challenges and resources available to support it, and how it can be used to achieve equity and accessibility. This research was conducted through a qualitative study using semi-structured one- on-one interviews with open-ended questions. Purposeful sampling, specifically snowball sampling strategies, was used to select the fifteen participants in this study, and the interviews were conducted at the faculty’s respective institution or on Zoom. Moreover, Venkatesh et al. (2003)’s Unified Theory of Acceptance and Use of Technology (UTAUT) model of performance expectancy, effort expectancy, social influence, and facilitating conditions was used as a lens to guide the research. The study sheds light on different faculty perspectives from the five institutions on how AI can be used in teaching and learning with all its advantages and challenges, the support systems available to support the adoption of AI, and how AI can be used to achieve equity and accessibility to higher education. The data is presented according to the UTAUT model. The findings showed that faculty members are willing to adopt AI in their institutions based on their responses to performance expectancy, effort expectancy, and social influence. They also view AI as a tool to achieve equity and accessibility, but after combating the challenges. Results also showed that more work must be done regarding the facilitating conditions and the perceived risks. While the implementation of AI in Egyptian higher education institutions is still in its early stages and with many issues to be resolved, still, it is impossible to disregard the potential advantages of AI in higher education.

School

School of Humanities and Social Sciences

Department

International & Comparative Education Department

Degree Name

MA in International & Comparative Education

Graduation Date

Spring 6-21-2023

Submission Date

5-22-2023

First Advisor

Teklu Abate

Committee Member 1

Mustafa Toprak

Committee Member 2

Maha Bali

Extent

p.94

Document Type

Master's Thesis

Institutional Review Board (IRB) Approval

Approval has been obtained for this item

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