Search

This study aims to identify the level of attitudes of faculty members in Palestinian universities regarding the opportunities and challenges of employing artificial intelligence applications in higher education. The researchers used a descriptive approach, and the study’s sample consisted of (130) faculty members at An-Najah National University. Data was collected using two specific questionnaires, one focused on opportunities and the other on challenges. Data analysis was conducted using statistical tests, specifically calculating means and standard deviations, Independent Samples Test, Mann–Whitney test, One Way ANOVA, and Kruskal-Walli’s test. The study’s results indicated that the average level of attitudes among faculty members regarding the opportunities and challenges of employing artificial intelligence applications in higher education was high. Furthermore, the results revealed no statistically significant differences in all areas of opportunities and challenges related to gender, except in “supporting learning and teaching processes,” which favored males. The results indicated no statistically significant differences in all areas of opportunities and challenges related to the educational qualifications, except for the “Benefits of AI applications in teaching and education,” in favor of an associate professor. The results also indicated no statistically significant differences in the opportunities and challenges of employing artificial intelligence applications attributed to variables of years of experience and the college. Based on this, the study recommends the necessity of implementing intensive training programs for university faculty members to enhance their skills in using artificial intelligence applications in higher education, as well as addressing the concerns and risks that hinder the adoption of these applications. Additionally, conducting experimental research to explore the integration of artificial intelligence applications in education and evaluate their effectiveness is essential.

This article, drawing on essays written by students with the assistance of ChatGPT and interviews with some students who used this learning machine, highlights a shift in the educational landscape brought about by this technology. In broader terms, Palestinian universities follow the traditional methods of teaching based on memorization and rote learning. These conventional teaching strategies are in stark contrast to the manner in which students engage with topics when utilizing ChatGPT. However, the use of ChatGPT has led to a noticeable declining participation in classes, increased absences, and a diminished enthusiasm for examinations—a stark departure from the value they previously placed on them. These patterns suggest that the introduction of ChatGPT is shaping a paradigm shift in education, leading us to question and reevaluate the efficacy and relevance of traditional teaching methods in today’s digitized world and the importance of different means of teaching and evaluation rather than essay writing.

This study examines the factors that may impact the adoption of generative artificial intelligence (Gen AI) tools for students’ assessment in tertiary education from the perspective of early-adopter instructors in the Middle East. It utilized a self-administered online survey and the Unified Theory of Acceptance and Use of Technology (UTAUT) model to collect data from 358 faculty members from different countries in the Middle East. The Smart PLS software 4 was used to analyze the data. The findings of this study revealed that educators developed new strategies to integrate Gen AI into assessment and used a systematic approach to develop assignments. Moreover, the study demonstrated the importance of developing institutional policies for the integration of Gen AI in education, as a driver factor influencing the use of Gen AI in assessments. Additionally, the research identified significant factors, namely performance expectancy, effort expectancy, social influences, and hedonic motivation, shaping educators’ behavioral intentions and actual use of Gen AI tools to assess students’ performance. The findings reveal both the potential advantages of Gen AI, namely enhanced student engagement and reduced instructor workloads, and challenges, including concerns over academic integrity and the possible negative impact on students’ writing and thinking skills. This study emphasizes the significance of targeted professional development and ethical criteria for the proper integration of Gen AI in educational assessment.

This study delves into online assessments, focusing on their numerous advantages, including reducing paper usage and alleviating concerns surrounding the security of traditional examinations. The purpose of this study was to develop and test a model delineating the interplay between factors influencing the continuance intention to use online assessments and the influence on individual performance. A quantitative approach using an online survey was used to collect data from 222 graduate students from three major Palestinian universities. The research instrument was developed based on the finding of previous studies. Confirmatory factor analysis was employed to construct and validate the proposed model. The findings of this study revealed that perceived usefulness has a significant influence on the intention to continue using online assessment. The proposed model indicated that there is no direct or indirect relationship between perceived ease of use and the continuance intention to use online assessment. The main limitation of this study was its reliance on a purely quantitative approach. Therefore, a sequentional mixed methods approach van be a suggestion for future research and include all the higher education institutions in the Palestinian context.

Technostress is defined as any unhealthy condition caused by dealing with modern technology in various harmful ways; examples of technostress include addiction and stress. Even though technostress has been extensively studied in the literature, little attention has been paid to investigating technostress among academics who work in exceptional circumstances, such as crises, and who might be experiencing different psychological states due to those circumstances. To fill the gap, this study aims to explore the factors influencing technostress among school teachers. The study examined technostress's level and factor graphics structure among 692 academics from different Arab countries during COVID-19. The technostress factors and their stories were explored and measured using sequential mixed methods and confirmatory and exploratory factor analysis. The study discusses various factors' direct and indirect effects on mobile technology integration in education and the theoretical and practical implications of managing technostress in online classes. A model of techno-stressors among Arab academics was found to include: schedule overload, complexity, uncertainty, uselessness, invasion, and compulsion. The direct effect of various factors on mobile technology integration in education is mainly positive, while indirect effects are more varied. The theoretical and practical implications of managing technostress in online classes include: considering the psychological and physiological impact of technostress on students' learning performance, decreasing overall satisfaction with the learning experience, and improving the overall quality of online courses. As a result of this study's findings, a new perspective is provided on how academics in particular circumstances (in this study, the occupation of Palestine) may behave and feel toward technology in teaching.

This study examines tourist satisfaction and its relationship with demographic variables in Nablus, Palestine. Two hundred two tourists were surveyed using a structured questionnaire to collect data on their satisfaction level and demographic information. The results reveal that the overall tourist satisfaction level in Nablus is high. However, significant differences in satisfaction were found based on gender, education level, number of family members, occupation, and income. The study highlights the importance of considering demographic factors in shaping visitor satisfaction and tailoring tourism services to meet the needs and preferences of diverse clients. The findings also shed light on the negative impact of tourist blackmailing, which is the exploitation of tourists by various stakeholders, and the role of positive perceptions of the destination in attracting tourists and mitigating the impact of security threats. The study provides valuable insights for tourism service providers and stakeholders in promoting sustainable and competitive tourism in Nablus and the West Bank region.

A cloud computing environment provides a cost-effective way for end-users to remotely store and retrieve private data through an internet connection anytime and anywhere. The security of these data cannot always be guaranteed because they can only be accessed by the end-user through a third-party interface, making them vulnerable to potential breaches of authentication and data integrity. This paper presents a secure hybrid approach for a medical image stored in the cloud that prioritizes data security and integrity. The suggested model employs a combination of Elliptic Curve Cryptography (ECC) and Advanced Encryption Standard (AES) algorithms to ensure authentication and data integrity. The results demonstrate its superiority over existing methods making the proposed model compliant with regulations of sensitive data stored in the cloud, such as the Health Insurance Portability and Accountability Act (HIPAA) and General Data Protection Regulation (GDPR) that dictate how personal information must be handled, stored, and processed. By contrast with traditional and other hybrid systems, this paper can conclude that this is one of the best methods to guarantee the security of medical images in the cloud.

The COVID-19 crises forced and accelerated digital transformation in higher education institutions. Acceptance of the adoption of digital technologies in those institutions as well as their digital and educational readiness and resilience are important key success factors for this transformation. The objective of this study was to explore challenges, attitudes, opportunities and lessons learned of digital transformation in times of crises at the university level from faculty members’ and students’ perspectives. The study used Unified Theory of Acceptance and Use of Technology (UTAUT) as a theoretical framework. In order to achieve the objective of the study a qualitative method was used. A total of 14 focus group interviews with 62 faculty members and 37 students were conducted in a mid-size university in Palestine. Thematic analysis was used to analyze data gathered from the focus group sessions. Results revealed many challenges toward digital transformation including technical and pedagogical infrastructure, social conditions, ease of use of software, digital pedagogy and online assessment. There are positive attitudes towards the availability of online resources and digitizing theoretical courses. However, students and faculty members still feel that they are not prepared enough for online education and expressed negative attitudes when digitizing practical courses. In order to achieve effective online teaching and learning, good preparation is a must for both students and lecturers which is not followed in actual delivery. Results also revealed several opportunities and benefits of digital transformation, namely, flexibility and the opportunity to develop new technical and educational skills. Researchers recommend carrying out this study in other universities and within different social and cultural contexts and applying mixed approach methodology for validating emerged results.

Sporadic efforts have been made to introduce computational thinking methods into K-12 education in Palestine, but these have been held back by the challenging educational environment. However, a recent in-service training initiative, funded and organized by the Ministry or Education of Palestine, constitutes a significant effort to embed computational thinking in K-12 practice. The middle school teachers who participated in the training course were invited to participate in the present study, and 38 did so. A qualitative approach involving both interviews with teachers and classroom observations was used in data collection. All the teachers agreed to be observed in their classrooms, while 20 of the 38 also agreed to participate in the interviews. The findings showed that teachers of a range of topics, including social sciences and languages, employed computational thinking skills in teaching their students, but they were confronted by a number of challenges, including technical infrastructure and support, and a lack of time to prepare CT classes and space in the curriculum to deliver them. The results indicate that the most appropriate action to support teachers’ delivery of CT would be to provide peer exchanges and expert coaching in the integration of CT in the curriculum.

Abstract The purpose of the study is to identify the variations taking place in the Palestinian educational system due to implementations of smart learning project in the Palestinian public schools. In addition to this exploration of the strengthens and weaknesses of the smart learning project is also done. A qualitative approach has been adopted to achieve the purpose of the study. Different tools were used for data collection from 30schools across the country including observations, interviews, and focus group discussion. The findings of the study revealed several changes of teachers’ roles and schools’ administrators associated with the implementation of smart learning project in Palestine. This study contributes in a fashion to assist other educationists and researchers to review the methods of learning and teaching in the country. Besides significance of smart learning, a confined attention is given to state of the art literature regarding adoption and promotion of smart learning in developing countries like Palestine.

BackgroundArtificial intelligence (AI) has many applications in various aspects of our daily life, including health, criminal, education, civil, business, and liability law. One aspect of AI that has gained significant attention is natural language processing (NLP), which refers to the ability of computers to understand and generate human language. ObjectiveThis study aims to examine the potential for, and concerns of, using AI in scientific research. For this purpose, high-impact research articles were generated by analyzing the quality of reports generated by ChatGPT and assessing the application’s impact on the research framework, data analysis, and the literature review. The study also explored concerns around ownership and the integrity of research when using AI-generated text. MethodsA total of 4 articles were generated using ChatGPT, and thereafter evaluated by 23 reviewers. The researchers developed an evaluation form to assess the quality of the articles generated. Additionally, 50 abstracts were generated using ChatGPT and their quality was evaluated. The data were subjected to ANOVA and thematic analysis to analyze the qualitative data provided by the reviewers. ResultsWhen using detailed prompts and providing the context of the study, ChatGPT would generate high-quality research that could be published in high-impact journals. However, ChatGPT had a minor impact on developing the research framework and data analysis. The primary area needing improvement was the development of the literature review. Moreover, reviewers expressed concerns around ownership and the integrity of the research when using AI-generated text. Nonetheless, ChatGPT has a strong potential to increase human productivity in research and can be used in academic writing. ConclusionsAI-generated text has the potential to improve the quality of high-impact research articles. The findings of this study suggest that decision makers and researchers should focus more on the methodology part of the research, which includes research design, developing research tools, and analyzing data in depth, to draw strong theoretical and practical implications, thereby establishing a revolution in scientific research in the era of AI. The practical implications of this study can be used in different fields such as medical education to deliver materials to develop the basic competencies for both medicine students and faculty members.

The purpose of this study is to explore and analyse the user experience (UX) of Arabic educational and entertainment applications designed for children aging 8–10 years. This paper reports the results of an experimental study conducted on a sample of 53 children in two elementary schools in Qalqilya and Nablus, Palestine. The context of the current study is different from previous studies that were conducted in a western environment in terms of knowledge, awareness, demographic changes and background variables. Qualitative methods captured the enjoyable and attractive parts of the software being used. The qualitative content analysis showed that participants’ enjoyment using the system was quite different. During sessions, children showed much excitement and interest while working with the math app more than the science app. However, girls were less interested to use the math application compared with their use of the device itself. Following Hassenzahl’s model, the descriptions of UXs were also categorised into two categories: pragmatic and hedonic; the functionality, technical and ease of use aspects of UX of both the tablet and the math application were categorised as pragmatic. Enjoyable, exciting, confusing and upsetting experiences were categorised as hedonic. Male participants were more familiar with the use of mobile devices than female participants. The results of the present study showed that gender, culture and religion are important factors that affect children’s experience to use new technological devices since three female participants were reluctant to use the tablet especially due to cultural and religious factors.

The aim of this paper is to investigate the challenges associated with emergency remote teaching in the developing countries of Palestine, Libya, and Afghanistan, as reported by middle-school students, their parents, and teachers. These countries have been struggling with an unstable and violent situation for decades. Semi-structured interviews were conducted with 60 participants from the three countries and 60 online classes were observed. Findings revealed that COVID-19 widened the digital gap among students and families, which created challenges in terms of online class attendance. In addition, violation of students’ and parents’ digital privacy emerged as another key challenge to emergency remote teaching. However, teacher presence and timely feedback in synchronous online sessions strengthened students’ engagement within the emergency remote teaching environment. Overall, emergency remote teaching during the COVID-19 crisis deepened inequities across students and infringed upon the digital ethics of students, teachers, and parents.