Artificial Intelligence Technologies and Their Role in Improving the Quality of Higher Education Outcomes from the Perspective of Faculty Members: A Field Study in the Faculties of Information Technology and Science at Gharyan University

Abstract

Artificial intelligence technologies are among the modern trends that have contributed to bringing about accelerating transformations in the field of higher education, due to the capabilities they provide that help develop the educational process, improve teaching and assessment methods, and raise the quality of higher education outputs. Despite the growing interest in employing these technologies in educational institutions, the level of their use and the degree of their contribution to improving the quality of higher education outputs still require further research and study, especially in the Libyan university environment. Hence, the problem of the study is represented in identifying the degree of contribution of artificial intelligence technologies to improving the quality of higher education outputs at Gharyan University. The study aims to identify the level of use of artificial intelligence technologies and measure the degree of their contribution to improving the quality of higher education outputs. To achieve the objectives of the study, the descriptive analytical method was used, and primary data were collected through a questionnaire, where 50 questionnaires were distributed to faculty members in the Faculties of Science and Information Technology at Gharyan University, and 44 questionnaires were retrieved, of which 42 were valid for analysis. The results showed that the level of use of artificial intelligence technologies was moderate, and also revealed a positive statistically significant relationship between the use of artificial intelligence technologies and improving the quality of higher education outputs, and the existence of statistically significant differences attributable to the variable of the faculty and the number of training courses, while no differences attributable to gender appeared. The study recommended enhancing the employment of artificial intelligence technologies in the educational process, developing continuous training programs for faculty members, and paying attention to developing digital infrastructure in a way that supports the effective use of these technologies and contributes to improving the quality of higher education outputs.