الإنتاج البحثي لأعضاء هيئة التدريس بالكلية V.8 - Flipbook - Page 19
(3) Fadlelmula, F. K., & Qadhi, S. M. (2024). A systematic review of research on artificial
intelligence in higher education: Practice, gaps, and future directions in the GCC. Journal of
University Teaching and Learning Practice, 21(06). https://doi.org/10.53761/pswgbw82
Acknowledging its potential on diversifying economy and attaining sustainable development, the
Gulf Cooperation Council (GCC) countries, comprising of Bahrain, Kuwait, Oman, Qatar,
Kingdom of Saudi Arabia, and United Arab Emirates, have been investing heavily on digital
transformation and keeping pace with technological advancements. In particular, over the last
years, with the unified efforts on transitioning to a knowledge society and enhancing educational
outcomes, GCC countries have been demonstrating a strong dedication on integrating artificial
intelligence in education (AIED). This systematic review investigates characteristics of artificial
intelligence (AI) research in the region, identifying advantages and disadvantages of AI utilization
in higher education, and exploring main issues accompanied with possible directions for the future.
In the Scopus database, 32 studies were analyzed, all open access documents affiliated to a GCC
country, having artificial intelligence and higher education, or related terminologies as keywords.
Results revealed that AI applications were beneficial for institutions to improve educational
outcomes, assist in decision-making, and advance institutional systems. No study reported
negativity resulting from AI practices. However, important barriers were identified that hinder the
full deployment of AI in higher education, including poor technology skills, inadequate technology
infrastructure, resistance in leveraging traditional approaches in education, and challenges related
to structural complexity of Arabic language. Future directions are proposed, offering opportunities
for practitioners and research potential for scholars.
(4)
Hendawi, M., Nosair, M., Qadhi, S., & Ashraah, M. M. (2024, January). The effectiveness
of the educational preparation program from the point of view of field training students specializing
in social studies. In Frontiers in Education (Vol. 8, p. 1291971). Frontiers Media SA.
https://doi.org/10.3389/feduc.2023.1291971
. ﻣﻨﺎل ھﻨﺪاوي.ﻟﻼطﻼع ﻋﻠﻰ ﻣﻠﺨﺺ اﻟﺒﺤﺚ ﯾﺮﺟﻰ اﻟﺮﺟﻮع اﻟﻰ ﻣﻠﺨﺺ اﻟﺒﺎﺣﺚ اﻟﺮﺋﯿﺲ د
(5) Muthanna, A., Chaaban, Y., & Qadhi, S. (2024). A model of the interrelationship between
research ethics and research integrity. International Journal of Qualitative Studies on Health and
Well-Being, 19(1). https://doi.org/10.1080/17482631.2023.2295151
Purpose: The purpose of this article is to explore the interrelationship between research ethics and
research integrity with a focus on the primary forms of research misconduct, including plagiarism,
fabrication, and falsification. It also details the main factors for their occurrence, and the possible
ways for mitigating their use among scholars.
Methods: The method employed a detailed examination of the main ethical dilemmas, as delineated
in literature, as well as the factors leading to these ethical breaches and the strategies to mitigate
them. Further, the teaching experiences of the primary author are reflected in the development of
the model.
Results: The results of this article are represented in a model illustrating the interrelationship
between research ethics and research integrity. Further, a significant aspect of our article is the
identification of novel forms of research misconduct concerning the use of irrelevant or forced
citations or references.
Conclusion: In conclusion, the article highlights the substantial positive effects that adherence to
research ethics and integrity have on the academic well-being of scholars.
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ﻣﻛﺗب اﻟﻌﻣﯾد اﻟﻣﺳﺎﻋد ﻟﺷؤون اﻟﺑﺣث واﻟدراﺳﺎت اﻟﻌﻠﯾﺎ ﺑﻛﻠﯾﺔ اﻟﺗرﺑﯾﺔ
