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Biography
Dr. Abdulrahman M. Al-Zahrani is an Associate Professor in the Department of Educational Technology at the University of Jeddah, Saudi Arabia. With a Ph.D. in Educational Technology, he has dedicated his career to advancing the integration of technology in education, particularly within higher education settings. His research interests encompass artificial intelligence (AI), e-learning, digital pedagogy, and the ethical implications of technology in education.
Dr. Al-Zahrani has authored over 30 peer-reviewed publications, contributing significantly to the academic community's understanding of AI's role in education. His notable works include studies on the adoption and implementation of AI in higher education across the Middle East and North Africa (MENA) region, as well as investigations into the ethical, social, and educational implications of AI in Saudi Arabian higher education . He has also explored the impact of AI chatbots on student engagement and emotional support, highlighting both the benefits and potential drawbacks of AI integration in educational contexts.
In addition to his research, Dr. Al-Zahrani has been involved in various initiatives aimed at enhancing the quality of education through technology. He has served as a reviewer for several academic journals and has been an advocate for the responsible and effective use of AI in educational settings. His work continues to influence discussions on the future of education in the digital age.
Research Interest
Dr. Abdulrahman M. Al-Zahrani’s research interests primarily focus on the integration of technology in education, with a particular emphasis on artificial intelligence (AI) and e-learning. He explores the impact of AI on higher education, investigating its potential to enhance learning experiences, student engagement, and emotional support through AI chatbots and digital pedagogy. Dr. Al-Zahrani is also deeply interested in the ethical, social, and educational implications of AI in education, particularly in the context of Saudi Arabia and the broader MENA region. His work addresses challenges and opportunities related to AI adoption in educational settings, aiming to improve the quality and accessibility of education. In addition, Dr. Al-Zahrani is engaged in studies that focus on the digital transformation of teaching methodologies, aiming to create more inclusive, personalized, and effective educational environments through the use of advanced technologies.
Open Access Policy refers to a set of principles and guidelines aimed at providing unrestricted access to scholarly research and literature. It promotes the free availability and unrestricted use of research outputs, enabling researchers, students, and the general public to access, read, download, and distribute scholarly articles without financial or legal barriers. In this response, I will provide you with an overview of the history and latest resolutions related to Open Access Policy.
The current study examines the impact of integrating artificial intelligence (AI) in higher education in Saudi Arabia, specifically focusing on the roles of university teachers and students’ learning outcomes. It investigates the transformation of teaching practices, and the challenges faced by university teachers during AI integration, and identifies opportunities for collaboration and innovation. A quantitative research method using a survey questionnaire was employed to gather data and inform practical recommendations. The findings ind...icate that university teachers recognize the potential benefits of AI in education, but also highlight the need to address challenges for effective implementation. Participants perceive AI as a tool that enables more creative and engaging teaching methods, automates tasks, and brings about changes in teaching approaches. Difficulties in utilizing AI effectively and adapting to new teaching methods were identified. AI also offers opportunities for innovation, collaboration, and creating engaging learning environments. There were slight variations in perspectives based on gender and current role, with female university teachers and teaching assistants/professors perceiving higher impact and opportunities for collaboration and innovation. Participants with higher AI expertise perceived a greater impact of AI and fewer challenges. Those who aligned with the educational purposes of AI saw greater impact and opportunities for collaboration while acknowledging usage difficulties.
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