Employing Artificial Intelligence A Case Study of The Egyptian Arab Academy - yasmIN TAREK - Intake 2021

Employing artificial intelligence: A case study of the Egyptian Arab Academy
Submitted in part fulfillment of the requirements for the Degree of Master

of Arts in International Education Management (INEMA)
YASMIN TAREK ABDALLAH
Matriculation No: 4732583
Intake 2021
1st supervisor: Prof. Ahmed Bahgat El Seddawy
2nd supervisor: Prof. Susan Harris Hummert
August 2023
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Abstract
Higher education is being transformed by the new technology known as artificial intelligence
(AI). Therefore, this study investigates how university students and instructors see generative
artificial intelligence (GenAI) tools like ChatGPT in higher education at the Arab Academy.
Semi-structured one-on-one interviews were used in this research's qualitative investigation.
The nine participants in this study were chosen through convenient and snowball sampling
procedures, which were employed for purposeful sampling. The interviews took place on the
Smart Village campus. Additionally, the research was guided by the Unified Theory of
Acceptance and Use of Technology (UTAUT) model developed by Venkatesh et al. (2003),
which includes the concepts of performance expectation, effort expectancy, social influence,
and facility conditions. The study explores several faculty and student viewpoints from the Arab
Academy on how generative AI might be applied in teaching and learning with its benefits and
drawbacks. According to the UTAUT model, the data is reported. The results indicated that
faculty members and students are willing to incorporate generative AI tools such as ChatGPT
in their institutions based on their reactions to performance expectations, effort expectancy, and
social impact. According to the results, additional research is needed concerning the perceived
risks, trust, and facility conditions. Educators and policymakers may adjust GenAI technologies
by analyzing how students and instructors perceive them to meet needs and concerns while
encouraging successful learning outcomes—the study with the creation of policies relating to
using GenAI in higher education. Policymakers may develop well-informed rules and
guidelines for the appropriate and successful use of GenAI technologies by considering the
opinions and concerns of students and faculty members, thereby increasing teaching and
learning in higher education.
Keywords: ChatGPT, Artificial intelligence, Generative AI, Higher Education, Teaching and
Learning.
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Table of Contents
Abstract ...................................................................................................................................... 2
Table Of Contents......................................................................................................................3
Table of Figures ......................................................................................................................... 7
List of Abbreviations .................................................................................................................. 8
1. Chapter One: Introduction ...................................................................................................... 9
1.1. Background ..................................................................................................................... 9
1.2 The Research Gap ......................................................................................................... 10
1.3 The Purpose Statement ................................................................................................... 10
1.4 The Research Aim .......................................................................................................... 10
1.5 Research Questions ........................................................................................................ 11
2. Chapter Two: Literature Review .......................................................................................... 11
2.1 What is Artificial Intelligence? ...................................................................................... 12
2.1.1 Machine Learning ....................................................................................................... 13
2.1.2 Deep Learning ............................................................................................................. 13
2.1.3 Natural Language Processing (NLP) ........................................................................... 13
2.1.4 Generative AI .............................................................................................................. 14
2.2 Artificial Intelligence in Education ................................................................................ 14
2.3 Artificial Intelligence in Higher Education ................................................................... 15
2.3.1 Application of AI in Higher Education ....................................................................... 16
2.3.1.1 Intelligent Tutoring Systems .................................................................................... 16
2.3.1.2 Automated Grading and Feedback ........................................................................... 16
2.3.1.3 Assistive Technology (Chatbots) ............................................................................. 16
2.4 What is ChatGPT? .......................................................................................................... 17
2.4.1. Advateges of ChatGPT in Higher Education ............................................................. 17
2.4.2. Applications of ChatGPT in Teaching and Learning ................................................. 17
2.4.2.1 Primary Educational Material .................................................................................. 18

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2.4.2.2 Personalized Learning .............................................................................................. 18
2.4.2.2 Automated Administrative Support ......................................................................... 18
2.4.2.3 Enhancing Online Learning...................................................................................... 18
2.4.2.4 Individualized Support ............................................................................................. 18
2. 5 The Challenges for ChatGPT ........................................................................................ 18
2.5.1 Ethical Concerns ......................................................................................................... 18
2.5.2 Data Accuracy and Bias .............................................................................................. 19
2.5.3 Privacy and Security.................................................................................................... 19
2.5.4 Accessibility ................................................................................................................ 19
2.5.5 Human-Computer Interaction ..................................................................................... 19
2.6 Equity and Artificial Intelligence in Education .............................................................. 20
2.7 AI and Ethical Considerations........................................................................................ 20
2.8 The Arab Academy for Science, Technology, and Maritime Transport (AASTMT) .... 21
2.9 Literature Review Conclusion ........................................................................................ 22
3. Chapter Three: Theoretical Framework .............................................................................. 22
3.1 UTAUT .......................................................................................................................... 23
3.1.1 Performance Expectancy (PE) .................................................................................... 23
3.1.2 Effort Expectancy ........................................................................................................ 24
3.1.3 Social Influence ........................................................................................................... 24
3.1.4 Facilitating Condition .................................................................................................. 24
3.1.5 Behavioural Intention .................................................................................................. 24
3.1.6 Trust ............................................................................................................................ 24
3.1.7 Perceived Risk ............................................................................................................. 25
4. Chapter Four: Research Design and Methodology .............................................................. 25
4.1. Research Approach ....................................................................................................... 25
4.2 Data Collection ............................................................................................................... 26
4.3. Selecting Cases and Interviewees ................................................................................. 26
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4.3.1 Setting the Case Study................................................................................................. 26
4.3.2 Selecting the Interviewee ............................................................................................ 27
4.4 Transcribing Interviews.................................................................................................. 28
4.5 Data Analysis ................................................................................................................. 28
4.6 Quality Parameters ......................................................................................................... 29
4.7 Ethical Considerations.................................................................................................... 29
5. Chapter Five: Research Findings ......................................................................................... 30
5.1 Student Perception.......................................................................................................... 30
5.1.1 Performance Expectancy ............................................................................................. 30
5.1.3 The Social Influence.................................................................................................... 30
5.1.4 The Facility Conditions ............................................................................................... 30
5.1.5 Perceived Risk ............................................................................................................. 31
5.1.6 Trust ............................................................................................................................ 31
5.1.7 Behavior Intention ....................................................................................................... 31
5.2 Lectures’Perceptions ...................................................................................................... 31
5.2.1 Performance Expectancy ............................................................................................. 31
5.2.3 Facility Conditions ...................................................................................................... 32
5.2.4 Social Influence ........................................................................................................... 32
5.2.5 Trust ............................................................................................................................ 32
5.2.6 Perceived Risk ............................................................................................................. 32
5.2.7 Behavior Intention ....................................................................................................... 32
6. Chapter 6: Discussion and Conclusion................................................................................. 47
6.1 Results According to the Main Research Question ........................................................ 48
6.1.1 Research Question 1 .................................................................................................... 48
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6.2 Implications of Study ..................................................................................................... 50
6.3 Conclusion ...................................................................................................................... 51
6.4 Limitation ....................................................................................................................... 51
6.5 Recommendations for Future Research ......................................................................... 52
References: ............................................................................................................................... 53
Declaration of Authenticity ...................................................................................................... 60
Annexe ..................................................................................................................................... 61
Annex 1 ................................................................................................................................ 61
Annex 2 ................................................................................................................................ 64
Annexe 3 .............................................................................................................................. 64
Annex 4 ................................................................................................................................ 64
Annexe 5 .............................................................................................................................. 65
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Table of Figures
Figure 1: The Relationship between Artificial Intelligence, Machine Learning, Neural Networks and
Deep Learning ....................................................................................................................page 13
Figure 2: The Unification of Theory of Acceptance of the Use of Technology (UTAUT) model
..........................................................................................................................................page 23
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List of Abbreviations
AASTMT The Arab Academy for Science, Technology, and Maritime Transport
AI Artificial Intelligence
AIED Artificial Intelligence in Education
ANNs Artificial Neural Networks
ChatGPT Chat Generative Pre-Trained Transformer
COVID-19 Coronavirus disease 2019
DL Deep Learning
GEN AI Generative Artificial Intelligence
GPT Generative Pre-Trained Transformer
HEIs Higher education institutions
LLMs Large language models
ML Machine Learning
NLP Natural language processing
STEM Science, Technology, Engineering, and Math
UTAUT The Unified Theory of Acceptance and Use of Technology.
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1. Chapter One: Introduction
1.1. Background
In the twenty-first century, the rapid advancement of Artificial Intelligence

(AI) technologies has significantly impacted our daily lives (Wang et al., 2019). Text-
generating artificial intelligence (AI), such as ChatGPT, Bing, and the Co-Pilot, integrated
inside the Microsoft Office suite, has recently generated rising concern in educational settings.
ChatGPT, for example, has discussed its possible effects on education (Farrokhnia et al., 2023,
p. 1). ChatGPT is a conversational AI system that uses a big language model autoregressively
trained on a massive corpus of text data (more than 175 billion parameters). To a variety of
text-based inputs, it may provide replies that resemble those of a person. The model can
comprehend user input, provide answers, and sustain coherent discussions on various topics
since it has been trained on multiple materials, including books, papers, and websites (Chan &
Hu, 2023, p. 2). Therefore, it is essential to comprehend how students and professors feel about
this cutting-edge technology to assess whether its potential advantages outweigh any possible
drawbacks and to understand ChatGPT's consequences for teaching and learning in higher
education. Users' acceptance is vital for effectively adopting technological advancements
(Davis, 1989). Hence, this study investigates how faculty and students view modern innovations
like ChatGPT. Their opinions, worries, and experiences with the technology may impact their
willingness to use the tool and, consequently, the degree to which it is integrated into the
teaching and learning process at the Arab Academy. The reason for choosing this institution is
because the Arab Academy is one of the five institutions in Egypt where Dell Technologies
started a program to teach artificial intelligence. In collaboration with the Ministry of
Communications and Information Technology, the project comprises seminars on various
subjects connected to AI and its applications, such as data science and big data engineering and
analysis, for university instructors and students (Alaa El-Din, 2022). Second, the researcher had
permission from the deputy dean for student affairs of the Arab Academy. As a result, the
researcher chose to collect data from the Arab Academy as a convenient sample. ChatGPT is a
cutting-edge technology that can be helpful in academic settings and the classroom. However,
encouraging students to use ChatGPT may also have certain dangers because it may cause
pupils' writing and critical thinking abilities to deteriorate (Civil, 2023). To better understand
how teachers and students feel about ChatGPT. The study aims to help teachers and students
know how they might use technology to improve their teaching and learning procedures.
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1.2 The Research Gap
Studying how AI is used in Egyptian higher education and generative AI tools is essential
for many reasons. Because Egypt lacks finances, infrastructure, and access to high-quality
education, it faces some issues in higher education (Loveluck, 2012, p. 12). Many of education's
fundamental problems, such as the scarcity of trained teachers, student underachievement, and
the widening performance gap between wealthy and poor students, have been promoted as
being solved by Artificial Intelligence (Holmes et al., 2022, p. 18). The potential application of
generative AI in Egyptian higher education has yet to be researched. As a result, given the rising
popularity of AI and its potential to revolutionize education, it is essential to understand it and
contextualize its usage in the Egyptian context, given the shortage of current literature on the
subject.
1.3 The Purpose Statement
Due to the growing popularity of using AI in education and the shortage of literature about
Egypt's deployment of AI in higher education, this research intends to investigate the usage of
one specific software generative AI programme in higher education institutions, ChatGPT.
1.4 The Research Aim
In the field of education, AI application is expanding quickly. Therefore, it should come as

no surprise that ChatGPT, a chatbot created by Open AI in November 2022, has become widely
popular, with most of its users (15.22%) living in the United States (Harve, 2023). Hence, the
main goal of this study is to evaluate how university professors and students in higher education
feel about using generative AI tools, particularly ChatGPT, in the classroom.
This study intends explicitly to:
• Explore the attitudes of university teachers and students towards the use of
ChatGPT.
• Determine the possible benefits and drawbacks of using ChatGPT in higher

education settings.
• Evaluate the level of acceptance of university teachers and students for ChatGPT
and its implications for teaching and learning in higher education.
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1.5 Research Questions
The overarching question is: Do generative AI tools, particularly ChatGPT, help university
teachers' and students' teaching and learning processes in higher education?
Four sub-questions from the main research question have been framed for a better work
division.
RQ1. How do students use ChatGPT in their learning process?
RQ2. How do lecturers use ChatGPT in their teaching process?
RQ3. What are the potential advantages of using ChatGPT in higher education settings?
RQ4. What are the potential disadvantages of using ChatGPT in higher education settings?
2. Chapter Two: Literature Review
This chapter will review the literature on AI and its use in education. The literature review
will focus on ChatGPT and its impact on higher education. The section is organized as
follows:
• What is Artificial Intelligence (machine learning, deep learning, and Natural

language processing)?
• Artificial Intelligence in Education
• Artificial Intelligence in Higher Education
• The Application of AI in higher education (Intelligent tutoring systems,
Automated grading and feedback, Assistive technology (chatbots)).
• What is ChatGPT?
• The application of ChatGPT in higher education.
• The application of ChatGPT in teaching and learning.
• The challenges of ChatGPT in education, Equity and Artificial Intelligence in
Education, AI and ethical consideration, and Conclusion.
A list of key phrases and words that will be applied to search a database was
identified as part of the search strategy. The keywords used were Artificial
Intelligence, Generative Artificial Intelligence, Artificial Intelligence in Education,
Artificial Intelligence in Higher Education, ChatGPT in Higher Education,
Application of Artificial Intelligence in Higher Education, Artificial Intelligence for
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Equity, and Artificial Intelligence Ethics. Due to the novelty of the research, there
need to be more associated (peer-reviewed) studies on the use of ChatGPT in
education, and at the time this paper was being written, it was still in the exploring
stage. Although Google, Sage Journals, and Google Scholar were used to search for
the literature, it was organized into topics based on the literature review results and
used in line with those categories after obtaining hundreds of information. Through the
categorization used in the literature search, the literature review is presented in a way
that moves from general to specialized.
In light of this, the literature review generally opens with a definition of AI, a
description of generative AI, what ChatGPT is, How AI is applied in education, how it
is used in teaching and learning, how it is used to achieve equity and accessibility, and
how ethical considerations should be given to AI deployments. The topics mentioned
above are relevant to the study because they seek to understand the applications of
Generative AI in higher education, particularly the employment of ChatGPT in this
context.
2.1 What is Artificial Intelligence?
Artificial intelligence (AI) is the ability enabled by a digital computer or computer-

controlled machine or software to replicate intellectual characteristics like intelligent organisms
(humans) in their functionality (Das & Islam, 2021, P. 2). The phrase "artificial intelligence"
was initially used to refer to the "science and engineering of making intelligent machines,
brilliant computer programs" at a workshop held in 1956 at Dartmouth College, in the United
States (Pedró, 2020, p. 62). For this research, we define artificial intelligence (AI) as computer
systems that have been created to interact with the world through capabilities, such as visual
perception and speech recognition and intelligent behaviors, such as evaluating the information
at hand and then choosing the most logical course of action to achieve a stated goal (Luckin &
Holmes, 2016). Two categories of AI exist: AI comes in two types: specific (weak) and broad
(strong). The most popular sort of AI used today is narrow AI, often known as weak AI, which
is intended to carry out a single, specialized task (Bartneck et al., 2021, p. 10). In contrast,
general AI, often known as strong AI, creates robots that can employ cognitive reasoning and
think similarly to humans (Bartneck et al., 2021, p. 10). This broad concept of artificial
intelligence includes machine learning, neural networks, and deep learning.
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2.1.1 Machine Learning
A branch of AI known as "machine learning" (ML) involves using algorithms that can find
patterns in data, learn from those patterns, improve over time, and make judgments when
confronted with new data (Ramlakhan et al., 2022, p. 382). Supervised learning produces
outputs after training on known, labeled, unsupervised learning; machine learning results from
groups of unknown and unlabeled data that share similarities. Reinforcement learning is
continual machine learning trained to maximize a reward (Miao et al., 2021, p. 8). Additionally,
Artificial neural networks (ANNs) are AI technologies that take their structure inspirations from
biological neural networks or the brains of animals. An input layer, one or more hidden
intermediary computational levels, and an output layer presenting the outcome are the three
interconnected artificial neuron layers that constitute an ANN (Miao et al., 2021, p. 9).
2.1.2 Deep Learning
Deep learning (DL) is a subset of machine learning. Deep learning is a type of machine
learning that uses artificial neural networks to learn (Janiesch et al., 2021, p. 686). Deep learning
refers to artificial neural networks (ANNs)that comprise multiple intermediary layers. This
approach has led to many of AI's recent remarkable applications, for example, in natural
language processing, speech recognition, computer vision, and image creation (Miao et al.,
2021, p. 9).
2.1.3 Natural Language Processing (NLP)
Developing rule-based models of human speech or text that computers can utilize is based
on merging computer science with computational linguistics, an interdisciplinary discipline for
researching human language. Hence, it makes it possible for computers to understand human
language and react appropriately (Miao et al., 2021, p. 9). Fig (1) shows the relationship
between Artificial intelligence, Machine learning, deep learning, and Artificial neural networks.
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Fig. 1 The Relationship between Artificial Intelligence, Machine Learning, Neural Networks and Deep
Learning (Miao et al., 2021, p. 8).
2.1.4 Generative AI
Generative AI (GEN AI) is a branch of artificial intelligence focusing on creating new and
distinctive knowledge using machine learning on enormous experience libraries. There are
many possible uses for generative AI, including computer vision, natural language processing,
speech recognition, and creating new images, texts, and music (Aydin & Karaarslan, 2023, p.
3). For instance, generative models can produce life-like visuals for virtual reality, simulation,
video games, and brand-new chemical compounds for medical research (Aydin & Karaarslan,
2023, P. 3). General models that use the attention mechanism, such as Transformer-based
models or generative pre-trained transformers (like GPT-2 and GPT-3), produce new text,
images, and sounds remarkably comparable to real-world examples. These models can create
high-quality and consistent text, graphics, and animation (Brown et al., 2020, p. 5).
2.2 Artificial Intelligence in Education
Artificial intelligence in education (AIED) is an area of educational Technology presently

developing (Zawacki-Richter et al., 2019, p. 3). Although it has been available for almost 30
years, educators still need to figure out how to use it for pedagogical purposes on a larger scale
or how it may significantly impact teaching and learning (Zawacki-Richter et al., 2019, p. 3).
In addition, the relationships between artificial intelligence (AI) and education (AI&ED) have
previously been categorized under the following four headings: "Learning with AI," "Using AI
to learn about learning," "Learning about AI," and "Preparing for AI." (Holmes et al., 2022, p.
19) the following is a brief description of the four categories.
• Learning with AI involves employing AI-driven teaching and learning tools,

such as intelligent tutoring systems, dialogue-based systems, exploratory learning
environments, automatic writing evaluation, chatbots, AI for students with disabilities,
administrative procedures, and teachers (Holmes et al., 2022, p. 19).
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• Analyzing data using methods similar to learning using AI tools is an element of
AI in learning. Learning analytics also referred to as educational data mining, is a field
that aims to inform stakeholders and improve programme planning, admissions,
retention, and understanding of learners' learning processes (Holmes et al., 2022, p. 19).
• AI literacy covers strategies, technologies, statistics, and coding from schools to

higher education to improve students' and teachers' knowledge and abilities (Miao &
Shiohira, 2022, p. 11).
• Educating the public about AI's potential impact on their lives and tackling
concerns like ethics, data biases, oversight, and job implications are all parts of
preparing for AI. Focusing on the human element and ensuring it receives the
appropriate attention, this integration should be included in AI education (Holmes et al.,
2022, p. 19).
2.3 Artificial Intelligence in Higher Education
Higher education institutions have begun to create and use instructional systems based on
artificial intelligence. It has always been more prevalent in business. Still, it is now starting to
find use in higher education, not just in teaching-learning but also in many other areas, such as
campus administration (Dhawan & Batra, 2021, p. 1). Along with changing education, AI and
education are evolving human knowledge, cognition, and culture. As a result, computers in
education are increasingly becoming a main study emphasis (Hwang et al., 2020). Moreover, a
serious debate about the future of teaching and learning in higher education and what choices
universities will make is necessary, given the rise of AI. (Popenici & Kerr, 2017, P. 10). The
applications of AI in higher education can be categorized according to the end-user, i.e., the
student, the teacher, and the AI system itself (Baker et al., 2019, p. 11). These authors stated
that platforms for "intelligent tutoring systems," "adaptive," "personalized," or "differentiated"
learning are examples of student-oriented AI tools through automating procedures such as
management, assessment, criticism, and plagiarism detection. Teacher-oriented technologies
include automating tasks, offering insight into progress, and enabling experimentation in
teaching methods. Hence, it minimizes workload, provides student insights, and encourages
classroom innovation. System-oriented applications influence decisions in schools and the
educational system. System-oriented applications are tools that support data sharing across
academic institutions. They are utilized for broader functions than an educator- or learner-
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facing technologies, like scheduling classes and forecasting inspections (Baker et al., 2019, pp.
11-14). The section that follows presents some applications of AI in higher education.
2.3.1 Application of AI in Higher Education
2.3.1.1 Intelligent Tutoring Systems
Intelligent tutoring systems strongly emphasize delivering students learning content

while assisting them by providing adaptive feedback hints to solve topic-related questions
and identifying students' challenges or mistakes when completing the suggested activities
(Pedró, 2020, p. 67). The researcher thinks this Solution can replace traditional higher
education and help all students achieve their learning goals at their own pace and ability
(Akyuz, 2020, p. 954).
2.3.1.2 Automated Grading and Feedback
AI can replace time-consuming tasks like test proctoring and grading tasks, and predictive
grading data can show teachers which students most need help (Hannan & Liu, 2021, p. 269).
AI applications are excellent at evaluating and assessing activities, but they need human
supervision, making them appropriate for large-scale programmes or courses with significant
populations of students (Pedró, 2020, p. 67). Automated grading systems are frequently used in
the STEM fields where predominantly quantitative data is employed (Dumelle, 2020).
However, using AI to grade students' homework, tests, and quizzes has drawn criticism because
it cannot automatically grade non-STEM subjects like writing assignments with no right or
wrong answers (Hannan & Liu, 2021, p. 270). This tool can be effective with online learning
programs with many students and little interaction with teachers. However, the emotional
feeling of an instructor will be missed in the process (Bergdahl, 2022, p. 2).
2.3.1.3 Assistive Technology (Chatbots)
Chatbots are AI programs that imitate conversations using text or voice input. They are AI-
based conversational agents. These applications are incorporated into various platforms,
including social networks and web pages (Borsci et al., 2021, p. 1). Staffordshire University
uses chatbots in the UK, and Georgia Tech in the US has implemented chatbots that provide
24/7 answers to students' most frequent questions (Rouhiainen, 2019). On college campuses,
chatbots may be available to students around the clock to act as customer service representatives
and respond to their inquiries about the school, from the application process to the cost. The
college chatbot may be more appealing to these digital natives than picking up the phone and
calling the financial assistance office directly. AI can be used to address more significant
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problems that HEIs face, such as the COVID-19 pandemic and the financial toll it takes on
students and has on recruitment (Hannan & Liu, 2021, p. 268). ChatGPT is another recent
example of a chatbot that has spread across the globe. A program based on artificial intelligence
(AI) called ChatGPT (Chat Generative Pre-Trained Transformer) was created by Open AI to
enable the automatic production of texts in response to user input. It is intended to comprehend
natural language and produce thoughtful and relevant answers to user inquiries (Halaweh, 2023,
p. 1). This example will be discussed below.
2.4 What is ChatGPT?
ChatGPT is a language paradigm that enables more conversational and natural computer
interaction. Open Artificial Intelligence (AI) has developed a family of natural language models
under the GPT, "Generative Pre-trained Transformer." As a result of its capacity to generate
unique outcomes, this is often referred to as a type of generative AI (Sabzalieva & Valentini,
2023, p. 5). ChatGPT generates human-like responses to questions and offers responses to
topics that resemble those of a human expert by combining unsupervised pre-training and fine-
tuning. The GPT-3 model is the newest addition to a language model with 175 billion
parameters. It was developed using a broad dataset of naturally occurring text from many online
sources, including web pages, books, research articles, and social chatter. Future evolutionary
models might be more based on reinforcement learning, whereas present language models often
use deep understanding focusing on supervised learning (Dwivedi et al., 2023, p. 3).
2.4.1. Advateges of ChatGPT in Higher Education
This section discusses several potential applications of ChatGPT in teaching and learning.
Although it is still a relatively new technology, ChatGPT has already been widely used in
various higher education roles (Sabzalieva & Valentini, 2023, p. 8). While ChatGPT may be
helpful for practitioners, academics, and students, it is essential to carefully assess its issues,
including biases, data privacy concerns, and ethical implications.
2.4.2. Applications of ChatGPT in Teaching and Learning
Due to its ability to generate and assess information, ChatGPT can play various roles in
teaching and learning processes. ChatGPT can enhance students' learning processes and
experiences when used with other types of AI. To do this, ChatGPT can be used as a standalone
tool or integrated into other systems and platforms used by HEIs. ChatGPT can perform
numerous straightforward or technical activities such as basic research, computations, and
proofing (Sabzalieva & Valentini, 2023, p. 9).
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There are some potential uses for ChatGPT in the classroom. A few of these are:
2.4.2.1 Primary Educational Material

ChatGPT can be used to give actual educational content, which would otherwise have to be
found online via searching (Dwivedi et al., 2023, p. 9).
2.4.2.2 Personalized Learning
Learning experiences personalized to each student's interests, requirements, and skills can
be made using ChatGPT (Kasneci et al., 2023, p. 3).
2.4.2.2 Automated Administrative Support
By delivering timely and accurate information, easing administrative responsibilities, and

offering a cost-saving strategy for higher education institutions, the integration of ChatGPT
may help create a conducive learning environment for students (Rasul et al., 2023, p. 6).
2.4.2.3 Enhancing Online Learning

ChatGPT can be utilized to improve online learning. By giving students more tools and
resources, as well as by making the learning experiences more engaging and participatory, it
can be utilized to enhance online learning (Dwivedi et al., 2023, p. 9).
2.4.2.4 Individualized Support
ChatGPT can give students one-on-one tuition by responding to their inquiries and
explaining various topics (Dwivedi et al., 2023, p. 9). Responding to particular questions and
seeking information on any subject; participating in open dialogues and discussions; reporting
and essay writing and editing; producing computer code; and providing tutoring by explaining
codes (Halaweh, 2023, p. 1).
2. 5 The Challenges for ChatGPT
While ChatGPT and other language models have the potential to fundamentally change how
we teach, learn, and carry out research in higher education, several difficulties and restrictions
must be taken into account while utilizing these tools.
2.5.1 Ethical Concerns
The worry is that students could utilize ChatGPT to generate plagiarised content or provide
solutions to test questions to cheat on tests or assignments. There are worries that students could
only copy and paste materials without critically evaluating what has been selected or
highlighted from a source, attributing the sources, and being aware of the possibility of
plagiarism. Because of this issue, produced text from ChatGPT is unsuitable for academic
writing (García-Peñalvo, 2023). According to (Intelligent.com, 2023), the AI chatbot ChatGPT
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has been used by almost one-third of college students in the US who were surveyed (sample
size: 1000), with 60% of them utilizing it for more than half of their assignments. Some students
cheat with ChatGPT and other generative AI technologies, which may mimic human writing.
According to the report, approximately 30% of students believe their teachers are unaware of
their use of the application, even though 75% of students think using the program for cheating
is wrong yet nevertheless use it.
2.5.2 Data Accuracy and Bias
Because ChatGPT is trained on a sizable corpus of text, any preferences or errors in the data
may be seen in the model's predictions. Additionally, they may be applied to strengthen existing
social problems, such as discrimination, or they might be used to establish a surveillance state
(Atlas,2023, p. 10). It is vital to have a high-quality dataset that is indicative of the question
being given to the model for it to provide accurate and objective feedback (Dwivedi et al., 2023,
p. 11).
2.5.3 Privacy and Security
It is vital to ensure that ChatGPT complies with all privacy regulations while handling
sensitive student information, such as writing assignments, to which it has access. Additionally,
the model might propagate false information or pose as students or professors (Dwivedi et al.,
2023, p. 11).
2.5.4 Accessibility
Government regulations, restrictions, and internet limitations in certain countries provide

accessibility issues for ChatGPT. The internet's varied availability, pricing, and speed
contribute to access and equality concerns. Furthermore, access to information and resources
for AI research and training is distributed in different areas around the globe (Dwivedi et al.,
2023, p. 11).
2.5.5 Human-Computer Interaction
The lack of moral reasoning, human emotions, and intentions of Other language models,
such as ChatGPT, cannot comprehend human emotions, intents, or moral sense. This concern
might be a drawback when applying them to jobs that call for empathy, like giving advice or
acting as a teacher (Atlas,2023, p. 10).
19
2.6 Equity and Artificial Intelligence in Education
The capacity of AIEd systems to advance educational equity and close achievement gaps
between various student groups has frequently been a driving force behind their development
(Holstein & Doroudi, 2021, p. 1). However, Southgate (2020) mentioned that a lack of data
from disabled people in AI training frequently prevents them from connecting with new
technologies. As a result, simulated data is used, which might not entirely reflect the abilities
of those with disabilities, leading to incorrect conclusions. In addition, AIEd technologies
experience inequity due to access differences, with some technologies being more accessible to
particular populations. Despite the drop in computer access, inequities still exist, and systems
that offer instruction in English may restrict access to non-native speakers, favoring native
rather than non-native English users (Holstein & Doroudi, 2021, pp. 3-4). In addition, AI bias
and discrimination difficulties result from people discovering bias after harm and highlighting
harm using definitions of historically disadvantaged groups (Southgate, 2020, p. 13).
The UNESCO (2021) report, which offers recommendations for policymakers on AI in

education, emphasizes the potential of AI to advance equity, inclusion, and accessibility in
education. Moreover, Goal 4 of the Sustainable Development Agenda guarantees that all people
have access to inclusive, egalitarian, high-quality education and encourages possibilities for
lifelong learning. The importance of equal learning opportunities for everyone is emphasized.
AI technologies should be deployed to promote open access to education. Innovative
approaches and fundamental infrastructure are needed to ensure AI inclusion and equity in
education, especially in developing countries (Miao et al., 2021). Hence, policymakers and
leaders must prioritize equity, inclusion, and accessibility to maximize the potential use of AI
in promoting equitable and inclusive education.
2.7 AI and Ethical Considerations
AI ethics is "a set of values, principles, and techniques that employ widely accepted
standards of right and wrong to guide moral conduct in the development and use of AI
technologies" (Leslie,2019, p. 3). Corrigan et al. (2023) mentioned three themes about AI
ethics:
• AI ethics are not timeless or simply geographical. Including the diversity of

peoples' perspectives from all over the world is therefore not only required but also
beneficial for establishing a global set of ethical AI standards.
20
• Institutions of higher learning help shape AI practitioners by ensuring they
comprehend AI development's potential risks and moral implications. AI ethics impact
business organizations, international government negotiations, and individual
developers across sectors.
• The authors underline the value of teaching AI ethics through real-world

examples.
They recommend illustrating moral issues and discussing risk mitigation through real-world
examples and case studies to diversify the global conversation on AI ethics and offer insightful
guidance for teachers, students, and decision-makers. The section below gives a brief
description of the Arab Academy.
2.8 The Arab Academy for Science, Technology, and Maritime Transport (AASTMT)
" Establishing the Arab Academy for Science, Technology and Maritime Transport
(AASTMT) as a Regional Institute for Maritime Transport started as a notion in the Arab
League Transport Committee's meetings on 11th of March, 1970. This notion came after the
Arab League’s Council issued decree no in its fifty-third session. 2631/1970 stipulating the
endorsement of founding a regional center for Maritime Transport training. The decree
commissioned the Arab Republic of Egypt, on behalf of all the Arab countries, to ask for
technical aid from the United Nations organizations specialized in maritime transport. By the
end of 1971, the United Nations delegated a joint committee of its concerned organizations to
study the region's need for this project. It highlighted the necessity of founding a regional
institute for maritime training and providing adequate aid. The United Nations Development
Program (UNDP) approved funding of 3.2 million dollars on condition that the participant Arab
countries contribute a sum of 8.25 million Egyptian pounds over five years. Moreover, after
visiting many of the region's countries, the committee chose the city of Alexandria, known for
its great cultural legacy, as a location because of its important geographical location, which is
in the middle of the whole Arab region, as well as the abundance of the qualified personnel
available. Eventually, the United Nations Development Programme (UNDP) prepared the
document for the project of establishing the Arab Academy for Maritime Transport in
Alexandria in cooperation with the International Maritime Consultancy Organization of
Governments as an executive agency of the project and the United Nations Conference for
Trade and Development as a participant (UNCTAD)."
(The Academy for Science Technology and Maritime Transport, n.d).
21
2.9 Literature Review Conclusion
After a review of the literature on the use of AI in education, particularly ChatGPT, AI

applications that generate human-like language will continue to grow and make their way into
the education system. Large language models (LLMs) such as ChatGPT in higher education
present various advantages in the teaching and learning process. It can help educators to create
educational content personalized for students. It is creating personalized experiences for
students. However, there are challenges regarding bias, privacy, and surveillance. The speed of
regulation of generative AI tools in the education system could be faster. The literature
addressed different uses of how ChatGPT can be used in teaching and learning, but can these
uses be applied to the Egyptian context, or would ChatGPT be used in higher education in Egypt
differently? Contextualizing the use of generative AI, such as ChatGPT, in higher education in
Egypt is one of the knowledge and research gaps that this study aims to explore. In addition,
while equity and accessibility in higher education are desirable, I believe numerous obstacles
must be overcome before they can be adopted and implemented. A developed country cannot
be compared to a developing one because the circumstances and resources differ. Additionally,
different contexts would respond to such concerns in different ways. The following chapter
establishes the theoretical framework for ChatGPT adoption in higher education.
3. Chapter Three: Theoretical Framework
This study investigates student and professor technology adoption and how they use
ChatGPT in the teaching and learning process in the Arab Academy. This thesis adopts the
Unified Acceptance and Utilization Technology Theory (UTAUT) as the theoretical model. In
the field of information and information technology, the UTAUT model is frequently employed
(Williams et al., 2015, P. 444). As a result, UTAUT offers managers a helpful tool for
evaluating the likelihood of success of introducing new technology and aids in their
understanding of the factors that influence acceptance so they may proactively plan
interventions (Venkatesh et al., 2003, p. 426). Performance expectancy, effort expectancy,
social influence, and facilitating conditions are the four constructs that will be critical factors
in determining user acceptability and usage behavior. These four domains determine the
person's decision to accept the technology.
Moreover, Venkatesh et al. (2003) added four moderators (gender, age, voluntariness, and
experience). These moderators might impact the four main domains (Venkatesh et al., 2003, p.
447). The UTAUT model has been formulated after revising the eight models. As a result, it is
an improved version of earlier versions. The eight models are the theory of reasoned action, the
22
technology acceptance model, the motivational model, the idea of planned behavior, a model
combining the technology acceptance model and the theory of planned behavior, the model of
PC utilization, the innovation diffusion theory, and the social cognitive theory (Venkatesh et
al., 2003, p. 1). It has been used on various platforms, including mobile devices, social media,
e-commerce, and medical equipment, and it has been employed in both developed and
undeveloped nations.
3.1 UTAUT
"User Acceptance of Information Technology: Towards a Unified View" by Venkatesh et

al. (2003) developed the model known as the Unified Theory of Acceptance and Use of
Technology (UTAUT), as seen in Figure 1.
Figure 2: The Unification of Theory of Acceptance of the Use of Technology (UTAUT) model
by Venkatesh et al. (2003, P. 447).
3.1.1 Performance Expectancy (PE)
It is one of the UTAUT model's original variables. The degree to which a person expects to
improve their job performance by utilizing the system is known as performance expectancy
(Venkatesh et al., 2003, p. 447). This study would refer to views expressed by faculty members
and students regarding using ChatGPT in teaching and learning and how it can improve faculty
members' and students' performance in a higher education setting. The study will explain the
opinions of faculty members and students regarding applying ChatGPT to teaching and learning
in higher education.
23
3.1.2 Effort Expectancy
Effort expectancy is the degree of familiarity with system usage (Venkatesh et al., 2003, p.
450). The study will relate to the faculty's opinions and students on how easy using ChatGPT
is at their institution, and it will help clarify the study topic on faculty opinions on using
ChatGPT in teaching and learning in higher education.
3.1.3 Social Influence
The degree to which an individual believes that significant individuals think they should use
the new method is known as social influence usage (Venkatesh et al., 2003, p. 451). This study
will focus on the social factors that lead to increased ChatGPT usage. The study will display
findings related to the problem of how ChatGPT might be used in higher education teaching
and learning.
3.1.4 Facilitating Condition
The degree to which the individual feels that an organizational and technological
infrastructure exists to facilitate the use of the system is known as the enabling condition
(Venkatesh et al., 2003, p. 453). When facilitating conditions are moderated by experience and
age, usage behavior will be significantly affected (Venkatesh et al., 2003, p. 454). This study
refers to faculty and student opinions on whether higher education can use generative artificial
intelligence (AI), such as ChatGPT technology, in teaching and learning.
3.1.5 Behavioural Intention
The actual way a person uses a particular technology is said to be directly influenced by their
behavioral purpose. Behavior can be predicted by evaluating behavior intention (BI), a critical
factor in determining usage behavior (Venkatesh et al., 2003, p. 456). In the context of this
study, it refers to faculty and student intention to use ChatGPT in the teaching and learning
process in higher education.
3.1.6 Trust
Trust becomes a crucial component to overcoming the significant uncertainty that permeates
the development and application of AI. Trust may be defined as the readiness to expose oneself
to another based on assessing shared goals or ideals to receive positive outcomes (Earle, 2009,
p. 2). Due to ambiguity and uncertainty, people are more wary, suspicious, and distrustful
(Lukyanenko et al., 2022, p. 2). Trust has been included in more recent theories as an additional
predictor of technological acceptance (Dautzenberg & Voß, 2022, p. 314). Focusing on trust
24
issues makes it possible to address issues such as technology misuse, abuse, and disuse, as well
as the rejection of Technology and its improper over-reliance (Parasuraman & Riley, 1997, p.
1). For the aim of this research, the trust factor was borrowed and integrated into this model as
a fifth domain.
3.1.7 Perceived Risk
Perceived risk was described by Bauer (1960) as the degree of uncertainty and possible bad
outcomes that a consumer identifies with a specific buying transaction. Although this term is
more frequently used in marketing, it will be utilized in this study to discuss the dangers and
ethical issues of using ChatGPT in higher education because they significantly impact adoption
(Sharawy, 2023, pp. 34-35). For the aim of this research, perceived risk (Bauer, 1960) was
borrowed and integrated into this model as a sixth domain. Overall, even if the model applies
to adopt new technologies and is appropriate for this study, perceived risk has been included as
a new domain. Perceived risk and trust have been included as additional elements to the model,
which still applies to adopting new technologies and is appropriate for this study. The data were
coded and organized into themes using the domains built into the proposed new framework.
Furthermore, they served as a guide for the results and discussion sections. The next chapter
describes the procedures and methods used in this investigation.
4. Chapter Four: Research Design and Methodology
4.1. Research Approach
The procedures used to carry out the research are described in this section. Individuals or
groups attributed to a social or human situation can be explored and understood through
qualitative research (Creswell, 2009, p. 36). Hence, the qualitative research methodology was
selected. This study aimed to highlight the participants' perspectives and provide an overview
of the benefits and drawbacks of using generative AI in higher education, particularly ChatGPT.
Thus, the problem needs to be explored, the need for a detailed understanding of the case, and
focus on the participants' views (Creswell & Poth, 2016, p. 45). This research design was chosen
because it will provide more profound and meaningful insights into the ChatGPT phenomena
and student and instructor perspectives and experiences with generative AI in higher education.
As a result, this research applied a type of qualitative analysis known as "phenomenological
research," which aims to understand the essence of people's experiences of phenomena as they
are expressed by study participants (Creswell, 2009, p. 231). Experience is one of the primary
elements for better understanding a participant's point of view and enhancing the qualitative
25
understanding of the social and psychological processes under investigation (Daher et al., 2017,
p. 2). According to John Dewey's definition, experience is defined in this study as the
consequences of organism and environment interactions (Acampado, 2019, p. 2).
Based on this methodology, this research examined stakeholders' actual experiences and
perceptions of ChatGPT in the context in which they were involved. Semi-structured interviews
with students and faculty members on their experience using ChatGPT at the Egyptian Arab
Academy were used for the research. The themes addressed in the literature research about how
ChatGPT is used in teaching and learning served as the basis for the interview questions.
4.2 Data Collection
This research applied one-on-one semi-structured interviews. To respond to the "how" and
"why" questions, semi-structured interviews are appropriate (Azungah, 2018, p. 5). The one-
on-one interview is a standard method in educational research that involves asking only one
study participant a question at a time and recording that person's response.(Creswell & Poth,
2016, P.218). The discussions were face to face as this strategy would enable the researcher to
pay attention to the interviewee's body language and better communicate with them.
The subjects of how ChatGPT is employed in teaching and learning in higher education,
described in the literature study section, served as the basis for the questions. The section below
describes selecting the case study and the participants.
4.3. Selecting Cases and Interviewees
4.3.1 Setting the Case Study
The study population of this research is the university teachers and students in higher
education—particularly those who study at the Arab Academy for Technology and Maritime
Transport (AASTM) in both the faculty of Technology and management and the faculty of
computer science. The reason was chosen because it is one of the universities that agreed with
the Ministry of Communications and Information Technology and Dell Technologies to build
capacity in AI in Egypt (Alaa El-Din, 2022). Second, The researcher had the approval of access
when conducting the research from the deputy dean for student affairs of the Arab Academy
for Technology and Maritime Transport at the Smart Village campus. Hence, the sample is
convenience sampling. Convenience sampling is a non-probability sampling technique
Frequently used in qualitative research. When a study uses convenience sampling, participants
choose whether or not to participate once the researcher has announced it. Due to its low cost,
26
rapid processing compared to other sample methods, and simplicity, convenience sampling is
a widespread technique (Stratton, 2021, P. 373).
4.3.2 Selecting the Interviewee
This study aims to explore the perception of students and university teachers toward using
ChatGPT in the teaching and learning process. Currently, ChatGPT is blocked in Egypt. The
government banned it from ensuring the privacy and security of its users. However, the
percentage of people using this tool is not small. There are many ways to access ChatGPT.
ChatGPT access could be via a foreign VPN, a Poe website, switching to private mode, and a
proxy server. Therefore, the researcher checked that the participants had used or read about
ChatGPT in their teaching and learning process.
The interviews took ten to fifteen minutes to give more length, indicating deeper, richer
data. This study's sampling strategy is non-probability (a purposive sample). Researchers
intentionally select people and locations in purposeful sampling to find or understand a single
phenomenon (Creswell & Poth, 2016, p. 206). The researcher chose six senior and junior
students from Management and Technology College and Computer Science College who used
ChatGPT in their learning process, such as projects and assignments. Three students from the
Faculty of Technology and Management and three students from the Faculty of Computer
Science. As a result, the number is even. The reason for choosing them is that they could depend
on their previous academic study while using ChatGPT and think critically about the output of
ChatGPT. In addition, three faculty members, one assistant professor and assistant teacher from
the Management and Technology College, and the Head of the Educational Departments,
College of Computing Science. The uneven number of faculty is that only some lectures used
ChatGPT in their teaching process or had read about its possibilities in education. Many faculty
members need help more than students accessing ChatGPT or logging in to and discovering
ChatGPT, as it is still blocked in Eygpt. Moreover, due to ethical concerns, they were not
motivated to speak with the researcher about how ChatGPT can be used in higher education.
The researcher used the snowball strategy by asking the first participants of the faculty of
Technology and Management to suggest other participants to be sampled. When the researcher
asks participants to tell more people to be tested, qualitative snowball sampling—a type of
purposeful sampling that often happens after a study starts—occurs (Creswell & Poth, 2016, p.
209).
27
4.4 Transcribing Interviews
Interviewees were encouraged to use Arabic if necessary to express themselves even though
questions were asked in English. After obtaining the interviewee's signed agreement orally or
in writing (see Annex 2), each interview was taped ( see Annex 3 ). The interviews are
transcribed and translated by the researcher manually ( see annex 4). The process of converting
recording recordings or field notes into written data is called transcription (Creswell & Poth,
2016, p. 239). The researcher used Intelligent Verbatim Transcription. The transcriber has to
make subjective choices about what to include (or not), whether to fix errors, and whether to
check for repetitions and grammar (Bucholtz, 2000, p. 141); this strategy was chosen because
it was aligned with the literature review, theoretical framework, and data analysis. In addition,
it is only sometimes necessary to use verbatim transcripts when using thematic or content
analysis approaches to extract common themes from the data (Halcomb & Davidson, 2006, p.
40). The researcher anonymized the interviewees. The names of the pseudonyms are shown
below.
Students: ST
Lectures: LT
4.5 Data Analysis
Data analysis is a continuous research process that includes planning, organising, reading,
coding, creating descriptions, theme analysis, presenting results in tables, graphs, and figures,
and evaluating the results (Creswell & Creswell, 2017, p. 333). The researcher immediately
explores the data to acquire a broad picture of the results. After that, data were coded to prepare
for the next step, developing themes. The coding process involves breaking down text material
into text or image segments, assigning each part a code, checking the code for overlap and
redundancy, and collapsing the codes into broad themes (Creswell & Poth, 2016, p. 243).
Coding is breaking up the text into smaller, more manageable chunks or segments and giving
each one a broad meaning (Creswell, 2009, p. 208).
This study used thematic analysis to investigate the perception of lectures and students about
using AI in higher education. Deductive coding was used since the codes were deducted from
the theoretical framework. The deductive method employs a framework with concepts to
organize the coding process (Azungah, 2018, p. 9). Then, inductive coding was applied to build
the themes from the data. Inductive coding is a method of data analysis where the researcher
analyses and interprets unstructured text data to create concepts, themes, or a process model
28
based on data interpretations (Thomas, 2006). In addition, By segmenting the data into
successively more abstract basic units, qualitative researchers construct their patterns,
categories, and themes from the ground up (Creswell, 2009, p. 164)
4.6 Quality Parameters
Credibility, transferability, dependability, and confirmability are the most well-known

qualitative research criteria; according to Lincoln and Guba (1986), dependability and
confirmability are the main focus of this study, which are discussed in detail in this section. The
first criterion, dependability, entails participants' judgment of the study's conclusions,
interpretation, and suggestions for all of them to be supported by the data they got from study
participants (Korstjens & Moser, 2018, p. 121). The researcher provided a clear and succinct
description of the study steps from the start of the investigation to the development and
reporting of the findings. The second criterion, confirmability, guarantees that information and
interpretations come from reliable resources rather than researcher bias (Korstjens & Moser,
2018, p. 121). This study established this by outlining the reasoning behind the conclusions and
interpretations and showing that the findings were derived directly from the data by including
quotes for each topic in the coding. Furthermore, as an employee in K-12 education, the
researcher had no direct relationship with the interviewees in the Arab Academy at the Smart
Village.
4.7 Ethical Considerations
Before beginning the research, the participants' permission to be interviewed was requested.
The research study's goal was specified in this consent, and the respondents' participation was
completely voluntary. The participants' names were kept anonymous. This was done to offer
everyone, especially the lecturers, the chance to talk freely without worrying about the
implications for their everyday work. Additionally, the researcher ensured that the recordings
would only be used for the research by getting consent orally or in writing to record the
interviews in advance. The researcher made the interview subjects anonymous when she
transcribed the interviews. The next chapter describes the results of students and university
teachers' perceptions toward adopting ChatGPT in higher education.
29
5. Chapter Five: Research Findings
This section addresses the research results concerning the study's theoretical framework,
literature review, and research questions. It also sheds light on the challenges of adopting a
Generative AI such as ChatGPT in a specific higher education institution, the Arab Academy.
The results are presented in tandem with the themes based on the theoretical framework:
performance expectancy, effort expectancy, social influence, facilitating conditions, perceived
risk, and trust.
5.1 Student Perception
5.1.1 Performance Expectancy
The six students mentioned the significant advantage of using ChatGPT in their learning
process, particularly in doing projects and assignments. Most of them have said ChatGPT saves
time. A Student from computer science added that ChatGPT explains better than YouTube. In
comparison, another student from the Faculty of Management and Technology mentioned that
ChatGPT can generate codes and data sets for free. Hence, it facilitates the learning process.
Moreover, ChatGPT elaborates on the information quickly.
Based on the interviewees‘ experiences and efforts, the results help determine whether the
students are willing or not to embrace ChatGPT. Students state that ChatGPT is very easy to
use, and no special training is needed. However, some need to learn prompt engineering. Prompt
engineering is the process of developing questions, or inputs, that are used to train AI models
to generate particular outputs, creating questions to get the best results from ChatGPT (Loftus,
2023).ChatGPT is still blocked in Egypt. The students accessed ChatGPT by using an
international number and a foreign VPN.
5.1.3 The Social Influence
Email and social media, such as Twitter, greatly influenced students to explore
ChatGPT. Then, the impact of friends who used ChatGPT and encouraged them to explore
ChatGPT.
5.1.4 The Facility Conditions
The students mentioned no facility conditions regarding using ChatGPT in the university
because ChatGPT is still blocked in Egypt. Some students said their lecturers prohibited using
ChatGPT as they thought this would lead to cheating and plagiarism. Others are okay with their
30
students using ChatGPT if they include their work. Moreover, lecturers ask students to prepare
their own presentations to ensure they did the work themselves.
The students mentioned that using ChatGPT also has adverse outcomes. In addition to
cheating and plagiarism, ChatGPT can be misused in overreliance. Students could rely on
ChatGPT in doing their assignments and projects. The students said they would depend on
ChatGPT in courses that do not require high grades as it only needs a little effort and is
considered less critical. However, students do not depend on ChatGPT for assignments
requiring high grades and more effort. As a result, the increased reliance on ChatGPT will create
procrastination and creative thinking limitations among students.
5.1.6 Trust
All students mentioned they only depend on ChatGPT partially. Science ChatGPT is still in
the development stage. Many students said there is a need to verify the output by comparing it
to their knowledge or other web searches. The reason was that they found out that most of the
results needed to be corrected. Moreover, there is a need to input the right question to get the
results required.
5.1.7 Behavior Intention
Despite the drawbacks of using ChatGPT mentioned by students, they aim to use it in the
future, mainly when it is more developed. The students gave many reasons to continue using
ChatGPT in the future, the reasons as follows: it saves time, produces the needed results, and
enhances learning.
5.2 Lectures’Perceptions
This section discusses the findings of lectures that are presented in tandem with the themes
based on the theoretical framework: performance expectancy, effort expectancy, social
influence, facilitating conditions, perceived risk, trust, and behavior intention.
5.2.1 Performance Expectancy
Lecturers from Technology and Management mentioned that ChatGPT has benefited them
in finding information quickly. Two lecturers from Computer Science and the Faculty of
Technology and Management also mentioned that ChatGPT could be used to create questions
for the final exams. Hence, ChatGPT can be used as an aid for creating exam material.
31
All lecturers mentioned the difficulty of accessing ChatGPT because it is blocked in Egypt.
Nonetheless, it is still easy to access and use via the previously mentioned method.
5.2.3 Facility Conditions
Lecturers mentioned that they are ready to adopt ChatGPT in the institution. However, the
universities have no facilities to access ChatGPT easily for the following reasons:
• ChatGPT is still blocked in Egypt.

• There is a need for guidelines to apply ChatGPT in institutions.
• There is a need for seminars regarding using ChatGPT in teaching and
learning.
5.2.4 Social Influence
The influence for lecturers to use ChatGPT varies. One professor was influenced by social
media, such as YouTube; another professor got access to ChatGPT via the help of one of his
students, and a lecturer was asked to access ChatGPT to prepare for a lecture about GPT models.
5.2.5 Trust
Lecturers stated that ChatGPT is an AI tool still in the development phase. Hence, it is
unreliable. There is a need to verify the output of ChatGPT.
Lecturers mentioned that ChatGPT would be used for cheating and plagiarism. Hence, there
is a solid need to regulate the use of ChatGPT in higher education. A lecturer from Technology
and Management said it would be a “disaster” if students use ChatGPT in K-12 education. A
lecturer from Computer Science mentioned the risk of being replaced by AI as the lecture is an
essential knowledge transfer tool for students so that ChatGPT can transfer knowledge to
students. In addition, the concerns of AI systems can be biased based on algorithms built on
discrimination and violence.
5.2.7 Behavior Intention
Lecturers are inclined to use ChatGPT in the future despite the ambiguous vision of adopting
ChatGPT in higher education. The reason is that Generative AI, such as ChatGPT, has many
benefits in higher education, such as creating exam materials and providing information fast for
lesson preparation, and will be enhanced in the future. The tables below illustrate excerpts of
students‘ and lecturers' perspectives on using ChatGPT in higher education.
32
Qualitative Interviews concerning using ChatGPT in the Learning process in the Arab Academy.
Students of the Faculty of Management and Technology
Themes Sub-themes Codes Participants Excerpt
The benefit of ChatGPT .Saves time ST-1 1.ChatGPT saves me time. For example,
using ChatGPT in facilitates TechMan when I have an assignment, it’s due time
the learning assignments after three hours. I can use ChatGPT to
process. and projects. help me to get the results I need in a short
ST-2 time.
TechMan 2. ChatGPT saves time.
3. Unlike other search websites,
ST-3 I might take time to get the information I
TechMan need. ChatGPT makes it easy to get the
information fast.
.ChatGPT ST-2 1.ChatGPT helps me to get better
facilitates TechMan information. The results I need are easier
assignments and simpler to get from ChatGPT than
and projects. Google.
.Cost- ST-3 1.ChatGPT helped me to get more
effectiveness TechMan information for free. I found the same
information with cost on other websites.
33
Students of the Faculty of Computer Science
The benefit of using ChatGPT .Saves time ST-1- 1. It helps reduce the time I spend
ChatGPT in the facilitates CompSci searching for me. For example, If I tell
learning process. assignments ChatGPT to fix this code. ChatGPT gives
and projects. me the code.
2. I do not consume too much time;

ST-2-
instead, or use Google.
CompSci
.The ease of ST-1- 1. I used it mainly; there is a specific code

knowledge CompSci I do not understand. ChatGPT helps to
gain. understand it. I used it mainly in the
coding.
2. ChatGPT Explains everything the

ST-2-
answer I got from. It gives more
CompSci
elaboration. ChatGPT explains the same
as YouTube.
ST-3- 3. The results I need I can find easily on
CompSci ChatGPT, better than Google or any other
search web.
34
Students of the Technology and Management
The expectation of . The ease of ST-1 1. There is no need to learn ChatGPT.

students using using . The ease of TechMan It is easy to use ChatGPT like Google.
ChatGPT. ChatGPT. using
.The need to ChatGPT. ST-2 2. It was easy. I need to learn how to
learn the TechMan write the prompts. It’s easy to use
correct ChatGPT.
prompts.
ST-3 3. 1st, I know how to use ChatGPT.
TechMan 2nd, ChatGPT is an open source.

Hence, I knew how to manipulate
with promotes to get the information.
The expectation of . The ease of ST-1- 1. I found out there are specific
students using using CompSci prompts I need to learn. When I add
ChatGPT. ChatGPT. more parameters, ChatGPT will
. The ease of
.The need to using understand my question.
ST-2-
learn the ChatGPT. CompSci 2. It was very easy when I used it in
correct computer algorithms.
prompts. 3. It was very easy to use ChatGPT.
ST-3-
There is no effort at all. I need to write
CompSci
the question I need.
35
The students’ .Social ST-1 1. I saw the propaganda about ChatGPT

influence to use media . The scoial TechMan on Social media. ChatGPT has many
ChatGPT. influenced media benefits. Then, I saw my classmates
using influnce. talking about it. Hence, I was interested
ChatGPT in using ChatGPT.
2. I got it from social media to try

. The friends ST-2
.Friends ChatGPT. Hence, I started to use it.
influence. TechMan
influence 3. I got to use ChatGPT via conference
using announcement via email.
ChatGPT. ST-3
TechMan
The students’ .Social ST-1- 1. I know via social media. Then, I saw
influence to use media . The scoial CompSci my friends using ChatGPT to do their
ChatGPT. influenced media assignments. Hence, I wanted to use it.
using influnce. 2. It was twitter.
ST-2-
ChatGPT
CompSci 3. My friends influenced me. My friends
.Friends love this field, and they discover
. The friends
influence ChatGPT. Also, my close friend used
influence.
using ChatGPT a lot in doing assignments.
ChatGPT. ST-3- Hence, I was curious about using it. And
CompSci I tried it, and I found it was effective.
36
.The facility . The lack of ST-1 1. There was no help from the university.
conditions led by the facilitation TechMan There was an application that helped me
university. led by the to access ChatGPT.
university 2. Lectures are used to tell us you are
allowed to use ChatGPT. They did not
.There needs ST-2 help us to access it. But they have
to be TechMan mentioned you can use ChatGPT.
facilitation
3. There was no facilitation nor
for ChatGPT
encouragement, but when lectures asked
by the
for an assignment to submit. As students,
university.
ST-3 we can use ChatGPT. However, a
TechMan discussion presentation will show that

we have done this assignment.
.The facility . The lack of . There is no ST-1- 1. There was no kind of facilitation. But
conditions led by the facilitation facilitation CompSci ChatGPT was mentioned in AI lectures
university. led by the for ChatGPT as an application of GPTs.
university. by the 2. Lectures do not know about how much
university. students use ChatGPT as a student. Some
ST-2-
doctors say ChatGPT does not help
CompSci
students. They think some students will
use ChatGPT badly, for example,
cheating and plagiarism.
ST-3- 3. There was no gaudiness/facilitation

CompSci from the university regarding using
ChatGPT.
37
Qualitative Interviews concerning using ChatGPT in the Learning process in the Arab
Academy.

Themes Sub- Codes Participants Excerpt
themes
The negative The ST-1 1. It could be misused in
outcome of overreliance .The TechMan overreliance. But this depends
using ChatGPT on dependence on the person. If he
in the learning ChatGPT. on overreliance on ChatGPT or
process. ChatGPT. relies on his efforts.
ChatGPT is 2. The misuse will be to copy
used for ST-2 and paste the output of
cheating TechMan ChatGPT without
and understanding the results.
plagiarism. Hence, overreliance. The
important thing is that I must
use my thinking while using
ChatGPT. And do not
overreliance on ChatGPT.
3. The percentage would be

20/60/20. 20 %is below
ST-3 average. They will use it in
TechMan paraphrasing and cheating.
60% is average. Students will
use it as a helpful tool in their
assignments, and they will
edit the output from
ChatGPT. 20% of genius
students will not use it as they
depend on their knowledge to
create what they need. They
do not trust using ChatGPT’s
output.

The negative .The ST-1- 1. I will rely on using it.
outcome of overreliance . The use of CompSci Students will use it in
using ChatGPT on ChatGPT paraphrasing and cheating.
in the learning ChatGPT. in cheating Students can over-rely on
process. and using ChatGPT in doing
plagiarism. assignments. I think the
misuse would be cheating in
doing assignments and
38
ChatGPT is projects. I think the risk would
used for be an overreliance on using
cheating ChatGPT.
and 2. ChatGPT can do small
plagiarism. ST-2- assignments by students. This
.The CompSci is considered misuse. Projects
dependence require 20 or 30 degrees, and
on I need to depend on myself to
ChatGPT. do them. But a minor
assignment requires only 1 or
2 degrees. Hence, I can use
ChatGPT to create it. This
will make us rely on
ChatGPT. Thus, we will wait
until the last minute before the
due date.
3. Definitely, it can be easily
ST-3- used for cheating and
CompSci plagiarism. Once you get the
platform that has ChatGPT, it
can be used easily—any time
in exams and assignments.
39
The need to verify .The ST-1 1. I cannot depend on ChatGPT at the

the output of inaccurate . Unable to TechMan moment. I can trust ChatGPT around
ChatGPT. result of relay on 50%.
ChatGPT ChatGPT. 2. I cannot rely on it. ChatGPT is only a
tool to depend on partially. Hence, I need
.ChatGPT to search the results I got from ChatGPT
cannot be ST-2 using different search websites. I need to
depended TechMan verify the results I got from ChatGPT.
on. 3. I will use ChatGPT but not rely on
ChatGPT 100% because ChatGPT is an
AI with a percentage of error.
ST-3
TechMan
The need to verify .The ST-1- 1. No, I don’t rely on it. Because
the output of inaccurate CompSci ChatGPT is an open source that gets
ChatGPT. result of information from everywhere. And it
ChatGPT . Unable to gets training.
relay on
ChatGPT. 2. I cannot rely on it for coding
ChatGPT assignments. I must read the output
cannot be ST-2- because I must depend on my coding
depended CompSci knowledge. And check the results that
on. come out of ChatGPT. Sometimes,
ChatGPT gives me incorrect answers.
Therefore, I edit the prompting to get the
correct answer.
ST-3- 3. I can probably rely on ChatGPT. I did
CompSci not depend on it totally, as I relied on my
research first. I used ChatGPT in just
coding.
40

The behavior . They are ST-1 1. It would be more. Because

intention to use willing to .The inclined TechMan ChatGPT, when using it, is more
ChatGPT in the future use use of efficient. And simplify the result and
ChatGPT in ChatGPT in save time.
the future. the future. 2. I will use ChatGPT in the future.
But in normal rate usage. I mean, I
The positive ST-2 will use my thinking not to depend on
experience TechMan ChatGPT. Hence, I want to get deep
leads to the knowledge and not rely on ChatGPT.
use of 3. I will not use ChatGPT in my work
ChatGPT in because it trained models with a
the future. ST-3 percentage error. I will use different
TechMan sources, such as my lectures.
Moreover, I will use ChatGPT in my
life to get specific information. I will
use prompt engineering to get the best
results.
The behavior ST-1- 1. In my work, I will use it more. It
intention to use .The willing .The inclined CompSci will be beneficial. ChatGPT will be
ChatGPT in the future to use use of helpful in the analysis tasks. I can
ChatGPT in ChatGPT in verify the output. Hence, it will save
the future. the future. me time. Instead of doing it in one or
two hours, I can do it in Half an hour.
Hence, I saved my efforts
ST-2-
CompSci 2. ChatGPT is probably going to be
updated. I will use it or use a similar
website like ChatGPT.
3. I have already used ChatGPT,
particularly in my graduation project.
.The . The benefit I will use it because it gives me the
positive of using results I need. ChatGPT replies with
experience ChatGPT in ST-3- the information I need. In coding, for
leads to the the future. CompSci
example, it gives me the coding with
use of its explanation. Hence, of course, I
ChatGPT in will use it again in the future when I
the future. need it.
41
Qualitative Interviews concerning using ChatGPT in the Teaching process in the Arab Academy.
Lectures on the Technology and Management
The benefit of using ChatGPT L-1- 1. The added value of using ChatGPT is
ChatGPT in teaching facilitates . Saves time TechMan to get the skill of getting information at a
practices. the teaching fast time. The time and the knowledge
process. are the added value. The feature I see in
ChatGPT is that the conversation is
similar to human-like.
. The ease of
knowledge 2. I have not used ChatGPT for my
gain teaching process, but I saw some videos
L-2-
about research done by ChatGPT. This
TechMan
encourages me to see how AI helps in
.ChatGPT writing research papers. Mainly how
facilitates ChatGPT helps me in writing research
the writing papers.
of research
papers
Lectures of the Faculty of Computer Science

The benefit of using . ChatGPT L-1- 1. From a lecture perspective, ChatGPT
ChatGPT in teaching facilitates . The ease of CompSci is a useful tool for creating new
practices. the teaching creating knowledge customized for learning
process. Exam materials. I think ChatGPT would be
Creating materials. useful in creating assignments, MCQs,
exams and and new creative programs built by
quizzes. ChatGPT. I used it once in creating some
questions for the final exams of
programming. It gave me good questions
to test students’ understanding.
42
. The lack of . There is no .The hinder 1. It is the access because it is blocked in

facilitation led by the facilitation to access L-1- Egypt. So, we have to go around to access
university. for ChatGPT. TechMan it.
ChatGPT at 2. There has been no facilitation until
the now; they can do seminars and workshops
university. to learn what ChatGPT is. Lectures can
. The need ask students to search about it. Hence, the
for university should be updated with the
ChatGPT latest technology. But it is still, there is no
training for L-2- license to use ChatGPT at the university.
lectures. TechMan We need a license.

. The lack of . There is no .The hinder L-1- 1. There is no facilitation of using
facilitation led by the facilitation to access CompSci ChatGPT in Egyptian universities. I think
university. for ChatGPT. there must be training on how to use
ChatGPT at ChatGPT. The main pillar to rely on using
the ChatGPT in education is training. The
university. second pillar is the availability of the
. The need ChatGPT to students. The availability of
for some tools to detect the students’ answers
ChatGPT taken by ChatGPT. There is no kind of
training for facilitation, according to my university. It
lectures. is not legalized in the university to be
used because it can be misused in doing
assignments and projects by students.
43
.The lectures .Social . The Scoial 1. The first time I heard about it was a
influence the use of media media L-1- video on social media. I was scrolling
ChatGPT. influence influnce. TechMan through social media. And I saw a
using video about the benefit of using
ChatGPT. ChatGPT how it would change the
. colleagues world. This encourages me.
and students 2. The first someone told me was Dr
influence .The Ahmed by phone call. He asked me to
using Manager’s try ChatGPT to see if it could produce
ChatGPT. influence. L-2- music. I started to search in ChatGPT.
TechMan

.The lectures Social L-1- 1. The one who influenced me to use
influence the use of media .The CompSci ChatGPT was one of my students. He
ChatGPT. influence student’s helped create a new account for using
using influence. his friends’ phone numbers from the
ChatGPT. U.S. I think my colleagues have the
. colleagues same knowledge about ChatGPT as it
and students is not legalized in Egypt yet. But a lot
influence of my colleagues use ChatGPT for
using some sort of preparing or producing
ChatGPT. any kind of questions, assignments, or
quizzes. This is common currently,
but it is not legalized, as I said before.
. The need to verify . ChatGPT . Unable to 1. No, I am not going to rely 100%
the output of cannot be relay on L-1- just on writing reports. But I can use it
ChatGPT. depended ChatGPT. TechMan in summarising, creating assessments,
on. and brainstorming ideas. However, I
. ChatGPT must re-write it or edit what comes out
is in the of ChatGPT. Only 50%. 2. I will not
early stages. depend on it totally. I need to check
L-2-
the result that comes out, particularly
TechMan
in coding. I do not 100% trust. I know
ChatGPT is an AI that gets
information from different sources. I
can see there is a percentage error.
44
. The need to verify ChatGPT . Unable to L-1- 1. No, I can not rely on it only. As I
the output of cannot be relay on CompSci said before, it is the engine/data set.
ChatGPT. depended ChatGPT. The engine of ChatGPT is not well
on. known. The knowledge is still not
. ChatGPT known. Even the algorithm is not
is in the complete now. It is in the early stages.
early stages. So, it is risky to depend on the result
that comes out of ChatGPT.
.The negative 1. Students in higher education are
outcomes of using . ChatGPT L-1- adults. They can use it. They can use
ChatGPT in higher could be it in overwhelming times to do
education. . The ease of TechMan assignments quickly. This is
used for cheating and
cheating and constrained. Cheating would be a big
plagiarism problem. It will ruin many things.
plagiarism. by ChatGPT. Cheating would be available in
. ChatGPT coding, assignments, and everything.
might
replace the
L-2-
lectures. 2. There is no risk in using ChatGPT.
TechMan
People are just afraid it will replace
them. It is only the ethics of using any
new tool. It can be used in a right or
bad way. It can be used in bad ways,
like cheating. Or in a good way, like
in helping do projects.
45
.The adverse L-1- 1. The fact or knowledge that comes
outcomes of using . The bias CompSci from ChatGPT is not trusted till now
ChatGPT in higher and because ChatGPT is a tool that
education. algorithms depends on the learning process.
behind .The Maybe the algorithm behind
ChatGPT. pricevde risk ChatGPT. It may be biased. A
teacher's job is to transfer knowledge
to students and to answer students'
.ChatGPT questions. ChatGPT could outsource
this over time. Yes, this could happen
might
after maybe two, three, or five years f
replace the
lectures. rom now.

Themes Sub- Codes Participants Excerpt
themes
. The lecturer’s They are .The 1. I will use ChatGPT most of the time.
behavior intention to willing to inclined use L-1- Because ChatGPT will be developed
use ChatGPT in the use of ChatGPT TechMan and get training in time. So, it will be
future. ChatGPT in the enhanced. Currently, GPT 4 is used by
in the future. students. And it’s not going to be free.
future. The learning model will be enhanced.
. The And GPT will be used in text, photos,
positive videos.
experience 2. I think it is a promising tool. Till now,
leads to the L-2- I have not explored it now as much.
use of TechMan Because I do not have access, I just see
ChatGPT videos. But I think it is a promising tool
in the to use in the future.
future.
46
.The lecturer’s They are L-1- 1. I usually love using new
behavior intention to willing to CompSci tools/knowledge. So, I think I will
use ChatGPT in the use continue using ChatGPT to investigate
future. ChatGPT how to benefit from using ChatGPT. I
in the used it once, and it was a great
future. experience. I think I will still dig more
.The
. The to use ChatGPT.
inclined use
positive of ChatGPT
experience in the
leads to the future.
use of
ChatGPT
in the
future.
In conclusion, most faculty members and students are ready to implement generative AI
technologies in higher education and understand the benefits and challenges that may be
encountered. To fully realize the advantages of AI technology in university teaching and
learning, it will be essential to address these concerns through informed policy and institutional
support. The chapter that follows provides an analysis of the views of teachers and students in
higher education regarding using ChatGPT.
6. Chapter 6: Discussion and Conclusion
The following section discusses the findings in the study questions, theoretical framework,
and literature. Additionally, the constraints and potential directions for future research are
explored.
Higher education students and lecturers' opinions of GenAI, such as ChatGPT, have been
studied, and the results paint a rich and complicated picture of both excitement and worries.
The study's results offer an overview of how university students and faculty members perceive.
As explained earlier, for the aim of this study, the topics of perceived risk and trust were
incorporated from prior technology adoption models. The UTAUT (Venkatesh et al., 2003)
model focuses on an individual's willingness to adopt new technology tools. The results were
generally consistent with the theoretical model because the research focused mainly on
deploying GenAI tools like ChatGPT in higher education. The responses to the study's
questions are analyzed in more detail below.
47
6.1 Results According to the Main Research Question
Do generative AI tools, particularly ChatGPT, help university teachers' and students'

teaching and learning processes in higher education?
The study question was valid in light of the theoretical framework and the literature review.
The findings mainly demonstrated a positive relationship between applying text Generative AI
tools like ChatGPT to lecture teaching and student learning. The data suggested that all
participants believe they should adapt to the reality that text Generative AI tools such as
ChatGPT should be integrated into their teaching and learning. ChatGPT was a tool that would
benefit the lecturers and the students as it saves time and provides easy access to knowledge.
However, student–lecturer interaction must be addressed and substituted.
6.1.1 Research Question 1
How do students use ChatGPT in their learning process?
Regarding performance expectancy and effort expectancy, the results showed a positive
relation between students using ChatGPT in the learning process. Generative AI tools such as
ChatGPT would help students create personalized learning, save effort, and ease access to
knowledge. As a result, the data showed a willingness to use ChatGPT in the future. Moreover,
friends and social media, such as Twitter and Facebook, primarily influenced the use of Gen AI
tools.
Regarding the facility conditions, the results of the interviewee showed that there are no
guidelines precisely for the benefit of ChatGPT. Moreover, there is no open discussion between
the students and lecturers. Accordingly, with the increased interest and use of Generative AI
tools in higher education institutions, developing a transparent environment where lecturers and
students may speak openly about the advantages and drawbacks of implementing AI
technologies in higher education. Hence, it will foster transformational leadership to integrate
AI technologies into higher education's teaching and learning process.
Regarding the perceived risk and trust, the students share concerns about the potential misuse
of AI technologies, such as ChatGPT, in assignments and projects. Some students may need
more guidance on effectively using ChatGPT in their studies and projects. As a result, lecturers
have to encourage the ethical use of AI. It could happen by providing resources for students to
learn about AI technologies' potential risks and benefits and incorporating discussions about AI
ethics into class lessons. Additionally, through proper attribution to acknowledge the
48
contributions of AI technologies in student work and by developing assessment tasks that
require critical and analytical thinking to prevent AI-assisted plagiarizing.
How do faculty members use ChatGPT in their teaching process?
The results pointed to the positive experience of using ChatGPT by faculty members.
ChatGPT helped faculty members create exams and quizzes and prepare lecture materials.
Therefore, the lecturers are willing to use text-generating AI tools such as ChatGPT in the
future.
Regarding the perceived risk and trust, teachers confirmed the misuse of ChatGPT by
students in cheating and plagiarism. As a result, university teachers have widespread agreement
about the need for higher education institutions to adopt a plan for managing the possible risks
associated with deploying generative AI technology, emphasizing the significance of
addressing biases, data privacy, and accuracy.
What are the potential advantages of using ChatGPT in higher education settings?
The literature and the results highlighted the benefits of using ChatGPT in learning and
teaching. The students and faculty members recognize ChatGPT as a learning support tool and
a time- and effort-saving tool. Students must have AI literacy and training for teachers in higher
education institutions to prepare for a world where AI is increasingly prevalent in employment.
What are the potential disadvantages of using ChatGPT in higher education settings?
There are concerns regarding the use of ChatGPT by students and teachers. Students have
expressed concerns about the misuse of ChatGPT in plagiarism, cheating, and overreliance on
doing assignments. Additionally, there are concerns about the overuse of Gen AI in assignments
and projects, which, over time, could limit students from enhancing their skills and cognitive
ability, as mentioned by the literature (García-Peñalvo, 2023). Other concerns regarding using
Gen AI are biases, ethical issues, and the replacement of teachers by ChatGPT.
Moreover, Generative AI, such as ChatGPT, could widen the digital divide between
developed and non-developed countries, as some countries are blocking ChatGPT.
Furthermore, countries with no internet barriers will be able to access the AI tool more than
those without. Dwivedi et al. (2023) mentioned concerns about unequal access to Chat GPT
49
between countries in the literature. While the literature mentioned data privacy and security
concerns, none of the findings shed light on data privacy. As a result, policymakers can generate
regulations that address problems like bias and privacy in AI algorithms or grant students from
underprivileged backgrounds access to AI technologies.
The researcher thinks there is a need for a balanced approach to AI adoption, using AI
technology as supplemental tools rather than as a replacement for conventional teaching
techniques, for example, offering training to teachers on how to use AI technology to
supplement traditional teaching methods—finally, the implementation of a strategy to control
any risks connected to employing generative AI technologies.
Finally, Users' acceptance is vital for effectively adopting technological advancements

(Davis, 1989). Educators and policymakers shall understand how students and teachers discover
generative AI technology to improve teaching and learning outcomes in higher education.
6.2 Implications of the Study
Based on the study and analysis of the literature, AI in higher education is becoming
increasingly popular, and both students and faculty are willing to include it in their teaching
and learning methods. According to the UTAUT model (Venkatesh et al., 2003) and the results,
it was stated that students and faculty members have positive expectations for their effort
expectancy and performance expectancy regarding Chat GPT. There are still several areas,
notably enabling conditions, perceived risks, and trust, that need attention. The study has
various repercussions for efficiently integrating generative AI in higher education.
The findings showed that although faculty and students discussed their experiences and
opinions regarding the use of generative AI in higher education, and those opinions were
generally supportive of generative AI in teaching and learning, they still shared issues and
challenges. This study showed that governance should encourage universities to create
transparent guidelines and processes so that faculty and staff can educate students about the
challenging ethical issues surrounding AI. Additionally, policymakers must develop a
comprehensive plan for the Egyptian higher education scene considering the country's
socioeconomic difficulties. This policy should also participate in inclusivity, potential risks,
and ethical issues related to deploying AI in educational settings.
However, the 2021 AI and Education Guidance for Policymakers report by Miao et al.
(2021) considers AI's ethical, inclusive, and equitable use in education. Since GPT 3.5 and GPT
4 were not available when the 2021 AI and Education Guidance for Policymakers report on AI
50
and education was prepared, it is recommended to fully consider the potential and risks
presented by the current state of GPT advances in Technology for education. Hence, there is a
need to address the benefits and problems of Generative AI integration in university teaching
and learning and include diverse higher education stakeholders, including students and faculty.
It can be achieved by creating policies focusing on three dimensions: the Pedagogical
dimension (teachers) focuses on the teaching and learning aspects of AI integration., the
governance dimension (senior management) emphasizes the governance considerations
surrounding AI usage in education, and the Operational dimension (teaching and learning and
IT staff) concentrates on the practical implementation of AI in university settings.
6.3 Conclusion
In summary, the UTAUT model (Venkatesh et al., 2003) found that while faculty members
and students are generally willing to adopt using generative AI and scored highly on
performance expectancy and effort expectancy, issues still exist with facilitating conditions,
trust, and perceived risk. Text generative artificial intelligence (Gen AI) tools can completely
transform how students learn, academics teach, and institutions run in higher education settings
in Egypt. By leveraging the power of text-generative artificial intelligence ( Gen AI), depending
on how productive AI tools are employed, institutions can tailor educational experiences, save
effort, money, and time, and offer equal and accessible solutions. However, there is a need to
create an education policy framework to address the diverse implications of AI integration in
university settings. Hence, educational institutions can align actions with their policy, ensuring
responsible and ethical AI usage while maximizing potential benefits. Despite these difficulties,
it is necessary to recognize the potential advantages of text-generative artificial intelligence
(Gen AI) in higher education. To fully realize AI's promise to improve the quality and
accessibility of education, colleges in Egypt should continue to investigate and experiment with
Technology.
6.4 Limitation
There were several limitations in this research study. First, this is exploratory research.
Hence, the sample size is relatively small. The findings need to be representative of a large
population. As a result, the generalizability of the results was constrained. Second, the sample
was only collected from the computer science, Management, and Technology faculty. Thus,
there is a need to collect data from different institutions.
51
Third, ChatGPT is still blocked in Egypt. Hence, there needed to be more interviews from
each institution, particularly the faculty members. The researcher intended to collect data from
the American University in Cairo, as they started training the faculty members on using
ChatGPT (Sharawy, 2023). Due to limited time in issuing permission to access the campus,
collecting data was canceled. The study did not examine other types or modifications but solely
text-based generative AI technologies, such as ChtaGPT. Finally, because this is a timely topic,
more data and information are available daily. It leads us to the suggestions for further study
that are included below.
6.5 Recommendations for Future Research
Perspectives from different Egyptian institutions are recommended to be explored in the

future to generalize the research results. Research on the application of AI in K–-12 education
would be helpful. Further investigation on how AI could promote equity and accessibility to
reduce the digital divide is also possible. How artificial intelligence (AI) can be employed in
higher education for administrative and research objectives, rather than only for teaching and
learning, may be a further topic of study.
52
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Declaration of Authenticity
I, the undersigned, YASMIN TAREK ABDALLAH, declare that this thesis is my original
work, gathered and utilized specifically to fulfill the purposes and objectives of this master’s
view, and has not been previously submitted to any other university for a higher degree. I also
declare that the references cited in this work have been personally consulted.
28/08/2023 Yasmine Tarek

_______________________
Date Signature
60
Annexe
Annex 1: Comprehensive Presentation of Participant Statements
Questions Participant Sample Statements
Do you think that L-1- From a lecture perspective, ChatGPT is a valuable tool for creating
generative AI tools such as CompSci new knowledge customized for learning materials. It could be
ChatGPT can be helpful to customized according to the student's perception, particularly in
your teaching processes? programming, because I teach programming courses. So, I think
Why? ChatGPT would be helpful in creating assignments, MCQs, and new
creative programs built by ChatGPT. Actually, I used it once in
creating some questions for the final exams of programming. It gave
me good questions to test students’ understanding.
How easy have you found Using ChatGPT is easy. But, accessing ChatGPT and creating an
it to become skillful at account is problematic in Egypt Because it is blocked. You type what
using Generative AI tools comes to your mind, and ChatGPT makes scripts or answers that fit
such as ChatGPT? your question. It’s not hard to use it.
From your point of view, There is no facilitation of using ChatGPT in Egyptian universities. I
what are the proper think there must be training on how to use ChatGPT. To know how
resources and knowledge to write the correct question to get the correct answer. To know the
to support using customization of the answer. The answer could be shallowed or
Generative AI tools such pseudo-science, not a fact. So, it is important to differentiate between
as ChatGPT? pseudo-science and facts. I think the main pillar to rely on using
ChatGPT in education is training. The second pillar is the availability
of the ChatGPT to students. The availability of some tools to detect
the students’ answers taken by ChatGPT. This is all come to my
mind.
Has anyone influenced The one who influenced me to use ChatGPT was one of my students.
your intention to use AI He actually helped in create a new account for me using his friends’
tools (e.g., phone numbers from the U.S., And once he tried with me writing
some questions and got some answers, I loved ChatGPT. So, the
influence comes from one of my students. I think my colleagues have
61
friends/family/fellow the same knowledge about ChatGPT, as it is not legalized in Egypt
students)? yet. But a lot of my colleagues use ChatGPT for some sort of
preparing or producing any kind of questions, assignments, or
quizzes. This is common currently, but now it is not legalized, as I
said before.
How do you view your I usually love using new tools/knowledge. So, I think I will continue
future use of Generative AI using ChatGPT to investigate how to get the benefit from using
tools such as ChatGPT ChatGPT. I used it once, and it was a great experience. I think I will
(more/less/equal/quitting)? still dig more to use ChatGPT. And even ChatGPT might give
Why? scripting text to answers. But, there are lots of tools that give you
images or generate some videos, which I think ChatGPT is one of the
categories that must be investigated in the university; even the
algorithms or generative AI should be taught or should be given in
the computer science college or other college related to computer
science the university in general.
Do you think you can rely No, I can not rely on it only because, as I said before, it is the
on using ChatGPT? engine/data set. The engine of ChatGPT is not well known. The
knowledge is still not known. Even the algorithm is not complete
now. It is in the early stages. So, it is risky to depend on the result
that comes out of ChatGPT.
To what extent are you The fact or knowledge that comes from ChatGPT is not trusted till
concerned about the now because ChatGPT is a tool that depends on the learning process.
misuse of Generative AI It is in the Beta version, not a complete version of ChatGPT. Some
tools such as ChatGPT? knowledge could not be trusted. Some questions may be combined
together to get specific answers, which could give wrong answers.
Maybe the algorithm behind ChatGPT. It may be biased. It is one of
the problems because different cultures/countries have their
culture/knowledge. So, if this knowledge fits in ChatGPT or
knowledge-based used by ChatGPT, it might not be the right
knowledge. It might biased to come from another country. So, I think
it is legalized. There is some sort of ethics to using ChatGPT. Ethics
62
to know/understand why this answer comes to the search bar. As a
search result here, there is a risk. You have to wait till it is finalized.
Questions Participant Sample Statements
Do you think that ST-1 ChatGPT saves me time. For example, when I have an assignment,
generative AI tools such as TechMan it’s due time after three hours. I can use ChatGPT to help me to get
ChatGPT can be helpful to the results I need in a short time. Instead of using Google, which gets
your learning processes? information and takes more time. I used ChatGPT in many
Why? assignments in coding. But it’s not accurate. Hence, I need to input
accurate prompts to get accurate results. Now, depending on my
usage, I can say it is time-saving and gets accurate information.
How easy have you found There is no need to learn ChatGPT. It is easy to use ChatGPT like
it to become skillful at Google. ChatGPT applies the same service Google does. But
using Generative AI tools ChatGPT gets it fast.
such as ChatGPT?
From your point of view, There was no help from the university. There was an application that
what are the proper helped me to access ChatGPT. There was no mention from lectures
resources and knowledge regarding ChatGPT. But, there must be policies for ChatGPT usage
to support using in the university.
Generative AI tools such
as ChatGPT?
Has anyone influenced I saw the propaganda about ChatGPT on Social media. ChatGPT has
your intention to use AI many benefits. Then, I saw my classmates talking about it. Hence, I
tools (e.g., was interested in using ChatGPT.
friends/family/fellow
students)?
How do you view your It would be more. Because ChatGPT, when using it, is more efficient.
future use of Generative AI And simplify the result and save time.
tools such as ChatGPT
(more/less/equal/quitting)?
Why?
63
Do you think you can rely It depends if this tool will be developed in the future; it will be more
on using ChatGPT? efficient and accurate. Hence, I would use it in the future. I cannot
depend on ChatGPT at the moment. I can trust ChatGPT around 50%
To what extent are you In the university, they use turnit.com, which detects ChatGPT
concerned about the plagiarism if the task was plagiarized by 30 %. Hence, I need to edit
misuse of Generative AI my work before submitting my assignment to check that there is no
tools such as ChatGPT? plagiarism. It could be misused in overreliance. But this depends on
the person. If he overreliance on ChatGPT or depends on his efforts.
Annex 2: Interviews Participant Consent Forms.
Annexe 3: Interviews Recordings.
Annex 4: Interviews Transcripts.
Annexes 2, 3, and 4 are not attached to protect the participants' identities. They have been sent
to the thesis advisor.
64
Annexe 5 : Consent Form
65

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Employing artificial intelligence: A case study of the Egyptian Arab Academy

Submitted in part fulfillment of the requirements for the Degree of Master

YASMIN TAREK ABDALLAH

Matriculation No: 4732583

1st supervisor: Prof. Ahmed Bahgat El Seddawy

2nd supervisor: Prof. Susan Harris Hummert

Table of Figures ......................................................................................................................... 7

List of Abbreviations .................................................................................................................. 8

1. Chapter One: Introduction ...................................................................................................... 9

1.1. Background ..................................................................................................................... 9

1.2 The Research Gap ......................................................................................................... 10

1.3 The Purpose Statement ................................................................................................... 10

1.4 The Research Aim .......................................................................................................... 10

1.5 Research Questions ........................................................................................................ 11

2. Chapter Two: Literature Review .......................................................................................... 11

2.1 What is Artificial Intelligence? ...................................................................................... 12

2.1.1 Machine Learning ....................................................................................................... 13

2.1.2 Deep Learning ............................................................................................................. 13

2.1.3 Natural Language Processing (NLP) ........................................................................... 13

2.1.4 Generative AI .............................................................................................................. 14

2.2 Artificial Intelligence in Education ................................................................................ 14

2.3 Artificial Intelligence in Higher Education ................................................................... 15

2.3.1 Application of AI in Higher Education ....................................................................... 16

2.3.1.1 Intelligent Tutoring Systems .................................................................................... 16

2.3.1.2 Automated Grading and Feedback ........................................................................... 16

2.3.1.3 Assistive Technology (Chatbots) ............................................................................. 16

2.4 What is ChatGPT? .......................................................................................................... 17

2.4.1. Advateges of ChatGPT in Higher Education ............................................................. 17

2.4.2. Applications of ChatGPT in Teaching and Learning ................................................. 17

2.4.2.1 Primary Educational Material .................................................................................. 18

2.4.2.2 Automated Administrative Support ......................................................................... 18

2.4.2.3 Enhancing Online Learning...................................................................................... 18

2.4.2.4 Individualized Support ............................................................................................. 18

2. 5 The Challenges for ChatGPT ........................................................................................ 18

2.5.1 Ethical Concerns ......................................................................................................... 18

2.5.2 Data Accuracy and Bias .............................................................................................. 19

2.5.3 Privacy and Security.................................................................................................... 19

2.5.4 Accessibility ................................................................................................................ 19

2.5.5 Human-Computer Interaction ..................................................................................... 19

2.6 Equity and Artificial Intelligence in Education .............................................................. 20

2.7 AI and Ethical Considerations........................................................................................ 20

2.9 Literature Review Conclusion ........................................................................................ 22

3. Chapter Three: Theoretical Framework .............................................................................. 22

3.1 UTAUT .......................................................................................................................... 23

3.1.1 Performance Expectancy (PE) .................................................................................... 23

3.1.2 Effort Expectancy ........................................................................................................ 24

3.1.3 Social Influence ........................................................................................................... 24

3.1.4 Facilitating Condition .................................................................................................. 24

3.1.5 Behavioural Intention .................................................................................................. 24

3.1.6 Trust ............................................................................................................................ 24

3.1.7 Perceived Risk ............................................................................................................. 25

4. Chapter Four: Research Design and Methodology .............................................................. 25

4.1. Research Approach ....................................................................................................... 25

4.2 Data Collection ............................................................................................................... 26

4.3. Selecting Cases and Interviewees ................................................................................. 26

4.3.2 Selecting the Interviewee ............................................................................................ 27

4.4 Transcribing Interviews.................................................................................................. 28

4.5 Data Analysis ................................................................................................................. 28

4.6 Quality Parameters ......................................................................................................... 29

4.7 Ethical Considerations.................................................................................................... 29

5. Chapter Five: Research Findings ......................................................................................... 30

5.1 Student Perception.......................................................................................................... 30

5.1.1 Performance Expectancy ............................................................................................. 30