An inevitability of generative artificial intelligence era
a case of Saudi education
DOI:
https://doi.org/10.23925/2179-3565.2025v16i3p13-25Keywords:
Artificial Intelligence, Generative Artificial Intelligence, GenAI Education, Saudi Arabia, UTAUT modelAbstract
Saudi Arabia’s Vision 2030 promotes the integration of advanced technologies, particularly artificial intelligence (AI), across various sectors, including education. This research investigates the extent of Saudi university students’ familiarity with Gen AI tools such as ChatGPT, Grammarly, and GitHub Copilot and how they employ these technologies for academic support, research, and problem-solving. Additionally, it analyzes the impact of Gen AI tools on learning outcomes and addresses ethical issues related to their use, including plagiarism, dependence on AI, and data privacy. Using a structured questionnaire, targeting students in higher education at Saudi Universities. This study evaluates gaps in students’ awareness of Gen AI and outlines measures for the ethical and effective integration of these tools in higher education. Findings indicates that Saudi students are highly engaged with Gen AI tools, with positive attitude towards its advantages and insisting for more clear instructions and policies by their universities regarding ethical concerns. These results suggest the Importance of Gen AI tools in higher education and the crucial need for clearer ethical policies.
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