Navigating the Opportunities and Challenges of Artificial Intelligence in Higher Education: Faculty Members Experiences at Al-Quds University During 2024–2025

Abstract

This study aimed to explore the growing role of artificial intelligence (AI) tools in higher education from the perspective of faculty members at Al-Quds University. The research investigates how instructors incorporate AI technologies into their teaching practices, their motivations for doing so, and their perceptions of the opportunities and challenges these tools present in academic work. A total of ten semi-structured interviews were conducted with faculty members selected through purposive and snowball sampling. Using a phenomenological approach, the study captured the lived experiences of instructors integrating AI in teaching, assessment, and academic planning. Data were analyzed using MAXQDA (2020), revealing major themes related to pedagogical innovation, ethical concerns, instructional efficiency, and faculty development. Participants reported that AI facilitated lesson preparation, student assessment, and curriculum design by providing adaptive feedback and personalized learning pathways. Many instructors highlighted AI’s value in promoting creativity, supporting differentiated instruction, and enhancing student engagement. However, they also expressed concerns regarding academic integrity, the potential overreliance of students on AI, and the lack of institutional guidelines for ethical use. The study concludes with recommendations for improving AI integration in higher education through comprehensive faculty training, ethical frameworks, and institutional support structures to maximize educational effectiveness and uphold academic values.