The Role of Artificial Intelligence in
Education from the Perspective of Students
Azhar Shater Maryam Abualrish
College of Education, Humanities College of Education, Humanities
& Social Sciences & Social Sciences
Al Ain University Al Ain , UAE Al Ain University Al Ain , UAE
2023 Tenth International Conference on Social Networks Analysis, Management and Security (SNAMS) | 979-8-3503-1890-6/23/$31.00 ©2023 IEEE | DOI: 10.1109/SNAMS60348.2023.10375406
azhar.shater@aau.ac.ae maryam.abualrish@aau.ac.ae
Wafa Hazaymeh Jihan Yousef
College of Education, Humanities College of Education, Humanities
& Social Sciences & Social Sciences
Al Ain University Al Ain , UAE Al Ain University Al Ain , UAE
wafa.hazaymeh@aau.ac.ae Jihan.Mousa@aau.ac.ae
Abstract-- This article aimed at investigating the role of artificial
intelligence in education from the perspectives of students enrolled
in Professional Diploma Programs in the UAE. In the
investigation, the descriptive method was employed. (231) male
and female student- teachers from Al Ain University participated
in the study during the first semester of 2022/2023. To evaluate the
function of AI in education from the perspective of students in
Professional Diploma Programs in the UAE, a questionnaire was
designed as a research method. The acquired data was analyzed
using SPSS software. According to the findings, instructor
students were found to believe that AI plays an essential role in
developing the Professional Diploma Program. Furthermore, the
results demonstrated statistically significant variations in the
student- teachers' perceptions of the AI function in education
based on the teaching language. The variations were in favor of
English language instruction at a significance level of = 0.05. The
study suggested integrating AI apps into the educational field, and
providing teacher-students training on how to use them.
Keywords--Artificial inelegance, education, Professional Diploma
Programs, student teachers
I. INTRODUCTION
Despite the fact that no unified, or agreed-upon definition
exists, the term "Artificial Intelligence" first debuted in 1956.
Its techniques have lately proliferated. This was owing to the
difficulties of describing both human intelligence and
artificial intelligence as well as allocating the differences
between various viewpoints that might define Artificial
Intelligence [1].
Marvin Lee Minsky defined artificial intelligence as “the
creation of computer programs that perform tasks that humans
can't because they require high-level mental processes like
perceptual learning, memory organization, and critical
thinking” [2].
The significance of artificial intelligence and its function
is based on the fact that as the area of education with
contemporary applications expands, more options to enhance
the education system and keep pace with progress become
accessible. Artificial intelligence plays multiple important
roles in educational institutions, and there are many elements
that it contains and can perform. Therefore, and in light of the
global health crisis that has invaded our lives, employing
Artificial Intelligence and applying it in the educational
process has become an urgent necessity for all countries
around the world to achieve the practical goals of the teaching
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Emad Alghazo Sherin Abushamon
College of Education, Humanities College of Education, Humanities
& Social Sciences & Social Sciences
Al Ain University Al Ain , UAE Al Ain University Al Ain , UAE
emad.alghazo@aau.ac.ae sherin.abushamon@aau.ac.ae
Khadijeh Naser Mona Ibrahim
College of Education, Humanities College of Education, Humanities
& Social Sciences & Social Sciences
Al Ain University Al Ain , UAE Al Ain University Al Ain , UAE
khadijehmohammad78@gmail.com Education.Deputy@aau.ac.ae
and learning processes, and reap the greatest benefit from
them [3].
On the other hand, there are limits to what artificial
intelligence can and cannot do. An example is the ability to
analyze and think analogically as humans do, as stated by [4],
who stated that "Artificial intelligence can process more
information than humans. However, this intelligence does not
match the human ability to think analogically, and this type of
logical thinking based on cause and effect is considered the
greatest strength of human intelligence as humans can think
of solutions to new problems they may face in the future in
contrast to prior identical scenarios that occurred in the past,
and this skill is almost non-existent in artificial intelligence."
In October of 2017, His Highness Sheikh Mohammed bin
Rashid, Deputy President of the UAE, Prime Minister and
Ruler of Dubai, "may Allah protect him," announced the
launch of the UAE Strategy for Artificial Intelligence. It is the
first significant initiative under the UAE Centennial 2017 to
enhance government performance, accelerate
accomplishment, and create creative and innovative work
environments with high productivity. By investing in
innovative artificial intelligence techniques and tools, and
applying them to various fields of work, all energies are
directed toward maximizing and creatively utilizing available
human and material resources and capabilities to accelerate
the implementation of development programs and projects
[5].
This study attempts to shed light on the role of Artificial
intelligence in enhancing the educational processes from the
perspectives of the student- teachers in postgraduate
Professional Diploma in Teaching , which is one of the most
significant disciplines in the present era as it is adopting the
recommendations of some studies such as [1] [11].
Literature Review
Much research has been conducted to investigate
Artificial intelligence and its challenges in education such as
[3], [9], [10] and [12].
Reference [6] sought to identify the use of secondary
school social studies teachers for some artificial intelligence
applications in three axes of the lesson (planning,
implementation, and evaluation). The search was for the
challenges faced by social studies teachers when employing
artificial intelligence in education. The study sample consists
of (130) high school social studies teachers. The study was
 confined to a random sample of high school social studies
teachers in Riyadh, Saudi Arabia.
The study instrument contains a questionnaire divided
into four axes to answer the research questions. In the
inquiry, the descriptive approach was applied. According to
the findings of the study, high school social studies teachers
had a poor utilization rate of numerous Artificial Intelligence
apps, and a number of issues prevented them from using the
apps. Henceforth, a proposal for a training program for
social studies professors to teach them how to apply
Artificial Intelligence was developed.
Reference [7] investigated instructors’ perceptions of the
factors influencing the use of AI applications in scientific
education. In this study, the descriptive approach is
employed with a 6-dimensional scale built on the
components of the TAM model. It was applied to a sample
of 83 science instructors in Abu Dhabi. The findings show
that scientific teachers are open to the use of AI in the
classroom with positive associations to self-efficacy, ease of
use, projected benefits, attitudes, and behavioral intentions.
In contrast, anxiety and stress have no clear influence on
other factors. The components projected benefits, simplicity
of use, and attitude toward AI apps may predict 71.4% of
future behavioral changes related to the use of AI
applications in scientific training according to the study
model predictive power. When it comes to teachers'
behavioral intentions to use AI in scientific instruction, there
are no statistically significant differences in teacher
responses based on gender, teaching experience, or
qualifications.
Reference [8] studied teachers' perspectives of using an
AI-based educational tool for scientific writing. According
to them, few academics have researched teachers' opinions
of AI use due to an overall lack of expertise among
instructors about how AI may be used in the classroom.
There was no clear understanding of what AI-adopted tools
would look like. This study looked at how instructors
regarded an AI enhanced scaffolding system is designed to
help students with scientific writing in STEM classes. The
findings demonstrated that the majority of STEM instructors
viewed AI as a source of superior scaffolding favorably. On
the other side, they emphasized the likelihood of various
concerns created by AI usage such as a change in the role of
instructors in the classroom and the openness of the AI
system's judgments. Because it summarizes instructors'
experiences with the system and numerous concerns for its
deployment, these findings may be utilized to build
guidelines for the future integration of AI with STEM
teaching in schools.
Reference [9] designed and constructed a scale to
measure teachers' grasp of artificial intelligence integration
into education alongside their tendency to develop the
concept of artificial intelligence and its sub-branches.
Teachers' artificial intelligence knowledge was converted
into score ranges, and the maximum competencies that could
be reached for each level were identified. The purpose of the
study was to develop a reliable, current, and accurate scale
that measures teachers' grasp of artificial intelligence and to
contribute to the literature by providing a measuring
instrument. The researchers created the "Teachers' Artificial
Intelligence Awareness Scale" as a data collection tool,
which was tested on 30 instructors as a prototype
application, and then it was expanded to 561. The research
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strategy was quantitative in nature. During the validity and
reliability testing, the SPSS program was used to carry out
frequency and percentage calculations on the scale items,
and the results were then integrated into the research.
In a study of artificial intelligence in education, Reference
[10] stated that the introduction of new technologies has an
impact on teaching and learning methodologies. The
application of artificial intelligence (AI) in education has
become increasingly clear as AI technology has advanced
rapidly in recent years. The article begins by discussing AI
applications in education such as adaptive learning,
instructional assessment, and virtual classrooms. It, then,
investigates its impact on teaching and learning, which has a
positive effect on instructors' teaching levels and students'
learning quality. To conclude, it analyzes the potential
challenges that AI applications in education may face as well
as references for AI to promote school reform.
Reference [11] explored the role of artificial intelligence
in teacher professional development with the purpose of
presenting the idea, evolution, and field of Artificial
intelligence (AI) as well as its impact on teachers' professional
development. In addition to the technological applications
that permit AI in the educational sector and the obstacles that
its users encounter, the importance of AI in the educational
field has been addressed. Earlier study instances competed AI
with commentary have been identified. This study adopts an
analytical method based on a theoretical assessment of current
literature to address the study issues. The findings relate to a
variety of intelligent applications as well as artificial
intelligence industries that may help teachers advance their
careers. Furthermore, we push for the development of
artificial intelligence-based instructional tools to help teachers
enhance their qualifications, the designing of artificial
intelligence-based training paths available to all educators,
keeping databases up- to -date in all aspects of education,
including human resources, providing educational training
environments that contribute to the improvement of artificial
intelligence applications in teacher professional development,
and linking datasets in a global network to support instructors'
career paths being challenged.
Reference [12] investigated artificial intelligence in
education and the obstacles and drawbacks for teachers. The
goal of the study was to determine teachers' perceptions about
the use of robots and artificial intelligence in education using
analytical empirical research methods. In terms of the
findings, substantial fieldwork was conducted with more than
140 instructors from various programs, primarily those with a
master's degree in education, in the Colombian city of Bogotá.
This study describes the obstacles and drawbacks that
instructors experienced while considering the probable use
and generalization of robot practices as well as the use of
artificial intelligence in education in general as references for
AI to promote education reform.
II. RESEARCH QUESTIONS
The current study seeks to investigate the role of artificial
intelligence in education from the perspectives of students
enrolled in Professional Diploma Programs in the UAE, and
to determine whether there is a statistically significant
difference in student- teacher perceptions of the importance
of artificial intelligence in the Postgraduate Professional
Diploma in Teaching program at Al-Ain University regarding
teaching language.
 The study seeks to address the following two questions: Independent variable:
• What is the importance of Artificial Intelligence in Teaching languages: Arabic and English
teaching from the perspective of the student- teachers IX.STATISTICAL ANALYSIS
in Al-Ain University?
The statistical package for Social Studies (SPSS/28 edition)
• Is there a statistically significant difference in student- was used to answer the study questions, arithmetic means and
teachers’ perspectives of the importance of artificial standard deviations were computed to the student’s responses
intelligence in Al- Ain University Postgraduate on the study scale.
Professional Diploma in teaching program regarding
teaching language? An independent sample T-test was computed to find out if the
apparent differences between the arithmetic means are
III.RESEARCH METHODOLOGY statistically significant.
This study follows the descriptive research methodology, X. FINDINGS OF THE STUDY
which aims to identify the Role and Challenges of Artificial
Intelligence in Education from the Perspective of Students in To answer the first study question, means and standard
Professional Diploma Programs in the UAE. deviations were computed: "What is the importance of
Artificial Intelligence in teaching from the perspective of
The questionnaire was used as a tool for data collection to teacher-students at Al-Ain University?"
achieve the study's goal.
Means value between (1- 2.6) represents the students' view of
IV.POPULATION AND STUDY SAMPLE the Postgraduate Professional Diploma in Teaching program's
This study included 324 student-teachers from Al-Ain effectiveness on fostering effective education for sustainable
University's postgraduate professional diploma in teaching development. The average impact of the Postgraduate
program for the academic year 2022/2023 with 231 Professional Diploma in Teaching program on supporting
responding to the study scale as indicated in Table 1. effective education for sustainable development, as perceived
by students, is between (2.7-3.4).
TABLE 1: THE STUDY SAMPLE DETAILS.
From the students' perspective, a mean value between (3.5- 5)
Variable Category Frequency Percentage
indicates that the Postgraduate Professional Diploma in
Arabic 122 52%
teaching program has a high influence on supporting effective
education for sustainable development.
Teaching language English 109 47% Table 2 displays the research tool item means, standard
deviations, levels, maximum and lowest values.
Total 231 100%
TABLE 2: MEANS, STANDARD DEVIATIONS, AND LEVEL OF IMPORTANCE OF THE
V. STUDY TOOL QUESTIONNAIRE ITEMS

Following a review of related literature, such as [11], a 32item Descriptive Statistics

questionnaire was developed to collect data on the AI role in Std.
education from the perspectives of students enrolled in N Min Max Mean Dev
Professional Diploma Programs in the UAE, and to determine 1 I feel that learning 231 1.00 5.00 3.8355 .86414
whether there is a statistically significant difference in using artificial
intelligence takes
student- teachers perceptions of the importance of artificial into account
intelligence in the Postgraduate Professional Diploma in the individual
teaching program at Al-Ain University. It was prepared to differences among
answer the study questions and comprised of 27 items after a students
panel of arbitrators advised a modification. 2 Artificial 231 3.00 5.00 4.0216 .63551
intelligence
VI.TOOL VALIDITY techniques provide
feedback to
The apparent validity of the study scale was calculated by a students
group of 10 education professionals and experts (4 arbitrators 3 Artificial 231 3.00 5.00 4.1905 .61013
specialized in instructional technology, 3 arbitrators intelligence
specialized in teaching methods, and 3 arbitrators specialized technologies
in psychology), who came up with certain improvements to provide flexibility
in presenting
the first version of the scale, resulting in 27 items. educational
VII. TOOL STABILITY material
4 Artificial 231 1.00 5.00 3.8918 .77542
Cronbach's alpha was calculated on a sample of 30 students intelligence
who were not drawn from the study- participants in order to techniques display
information about
assess the tool reliability, and (0.76) was found to be the student's
appropriate for answering the study questions. personality
5 Artificial 231 3.00 5.00 4.0823 .69607
VIII. STUDY VARIABLES
intelligence
Dependent variable: The Role of Artificial Intelligence in technologies help
students break free
Education from the Perspective of Students in Professional from one-way
Diploma Programs in the UAE. education

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 6 AI techniques 231 1.00 5.00 4.0130 .71918 21 There is lack of 231 1.00 5.00 4.0260 .71580
reduce the stress of availability of
trial and error in specialists and
learning experts in artificial
7 AI reduces reliance 231 1.00 5.00 4.1169 .75712 intelligence
on textbooks. technology
8 AI meets the needs 231 1.00 5.00 4.1299 .75211 22 The high cost of 231 1.00 5.00 4.0519 .77845
of students with implementing
special needs artificial
9 The teacher has 231 1.00 5.00 4.1255 .68321 intelligence
become a guide applications in
and facilitator of education.
the educational 23 The possibility of 231 1.00 5.00 4.0216 .84156
process with the penetration and
presence of self-replication of
artificial viruses that may
intelligence infect robots
10 AI helps students 231 1.00 5.00 3.9394 .77221 24 Boredom and lack 231 1.00 5.00 3.9351 .85979
make appropriate of desire to learn
educational due to dealing with
decisions a machine
11 AI contributes to 231 1.00 5.00 3.8831 .87438 25 Inflicting a 231 3.00 5.00 4.0303 .69404
overcoming the negative impact on
problem of the human behavior as
shortage of a result of being
teachers confined to dealing
12 AI provides an 231 1.00 5.00 3.9394 .73174 with a machine
education style for 26 The classroom 231 1.00 5.00 4.0260 .76284
each student atmosphere is
according to his devoid of the spirit
needs. of cooperation,
13 AI is considered 231 1.00 5.00 3.8312 .92411 harmony and
more accurate in participation
determining the 27 The lack of a clear 231 1.00 5.00 4.0360 .75184
level of students strategy for
compared to implementing
traditional systems artificial
14 AI increases 231 1.00 5.00 4.0693 .72499 intelligence in the
students' classroom
motivation to Over all 231 3.00 4.93 4.0123 .38084
participate in the
learning process
15 Students may learn 231 1.00 5.00 4.3420 .71622
at any time and Table 2 clearly shows that both items 1 and 5 have the highest
from any place mean (4.3420) 'Students may learn at any time and from any
using artificial place using artificial intelligence". This means that student-
intelligence teachers strongly believe that artificial intelligence helps them
16 AI provides 231 1.00 5.00 4.0260 .68475 learn at any time and in any place, and item 3 " Artificial
pedagogical
decisions about
intelligence technologies provide flexibility in presenting
how the learning educational material," which has the second highest means
process takes place (4.1905), means that student teachers strongly believe that
17 AI prompts the 231 1.00 5.00 4.0909 .71957 artificial intelligence makes the process of teaching much
student to think more flexible. While items 20 'It is difficult to apply artificial
about how to use intelligence techniques'' and 13 “AI is considered more
information instead
of just searching accurate in determining the level of students compared to
about traditional systems” had the lowest mean with (3.8312),
18 AI can identify the 231 1.00 5.00 3.9870 .70081 which was deemed high. In other words, student- teachers
parts of the agree that artificial intelligence is an accurate approach for
curriculum that evaluating student achievement, while the overall mean for all
students are having
difficulty with.
tools items was (4.0123) is regarded as high. That is, from the
19 Programs 231 1.00 5.00 3.9654 .77382 perspective of a student -teacher, artificial intelligence plays
supported by a role in enriching and supporting student learning in the
artificial Professional Diploma in Teaching program.
intelligence
technology help
students learn basic
skills.
20 It is difficult to 231 1.00 5.00 3.6926 .81074
apply artificial
intelligence
techniques

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 use, projected benefits, attitudes, and behavioral intentions.
Besides, it calls for preparing and training teachers on using
AI in teaching, as well as with [6] study, which highlights the
To answer the second question, 'Is there a statistically importance of using AI in education according to STEM
significant difference in student -teachers' perceptions of the instructors. In addition to [9] findings, the findings of this
importance of Artificial Intelligence in the Postgraduate study apply to a number of intelligent applications as well as
Professional Diploma in Teaching program at Al-Ain artificial intelligence companies that may assist instructors
University regarding teaching language?', means and standard and enhance their careers. This study finding are consistent
deviations were computed, as shown in Table 3. with [3] suggestions, which call for the development of a plan
for a training program for social studies professors to educate
them how to use Artificial Intelligence. [14]
TABLE 3: THE MEANS AND STANDARD DEVIATIONS FOR THE TEACHING LANGUAGE
VARIABLE
These findings highlight the importance of AI applications in
teacher training programs because they improve learning
Group Statistics
processes, and that intrinsic motivation corresponds with
numerous outcomes such as academic success, creativity,
Std. understanding, enjoyment, and deep learning techniques.
Std. Error
Changing intrinsic motivation, that is, completing the action
Language N Mean Deviation Mean
for its intrinsic quality rather than any separate benefit, takes
Mean Arabic 122 3.9985 .41952 .03798 time. However, utilizing AI programs is essentially a talent
English 109 4.0279 .33353 .03195 that may be improved, particularly autonomously, by
Table.3 shows that there are apparent differences between the continuous practice in program courses. [15]
means of the student- teachers who studied Arabic and the
means of the student teachers who studied English, and T- The researchers recommend the following points based on
Test for independent samples was computed to determine study findings:
whether the differences are statistically significant or not.
• To provide AI apps into the field and train instructors
TABLE 4: T-TEST FINDINGS FOR INDEPENDENT SAMPLES FOR THE TEACHING on how to use them.
LANGUAGES VARIABLE ARE SHOWN IN THE TABLE.

Study N Mean Std. T DF Sig • To include AI applications into teacher training and
language Dev orientation programs.

Arabic 12 3.998 .41952 .584 229
2 5
English 10 4.027 .33353 .592 226.0
9 9 2
Table.4 shows that there are statistically significant
differences at the significance level (=0.05) between the
means of teacher- students' scores on the study tool about the
role of Artificial Intelligence in the Postgraduate Professional
Diploma in Teaching program on promoting effective
education according to the teaching language as the mean of
the teachers- students who learn Arabic was (3.9985), with
standard deviation (.41952), while the mean of the teachers-
students who learn English was (3.9985), with standard
deviation (.41952). This reveals that there is a statistically
significant variation in students’-teachers' opinions of the
value of AI in the Postgraduate Professional Diploma in the
teaching program at Al-Ain University related to teaching
language.
XI.CONCLUCION
The study sought to evaluate the function of artificial
intelligence in education through the sight of students
enrolled in the in the Professional Diploma in the teaching [6]
program in the United Arab Emirates. The findings revealed
that the overall mean for all of the tool items was high. The
aggregate mean for all tool elements was considered to be
high. That is, student- teachers think that Artificial [7]
Intelligence plays an important role in enriching and
enhancing student learning in the Professional Diploma in
Teaching program. [13]
Those findings are consistent with Al[4] findings, which show
that scientific teachers are open to the use of AI in the
classroom with positive associations to self-efficacy, ease of [9]
.007 • To undertake more research addressing other
variables.
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