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Interactive Mobile Technologies
iJIM | eISSN: 1865-7923 | Vol. 19 No. 4 (2025) |

https://doi.org/10.3991/ijim.v19i04.52117

PAPER

Artificial Intelligence in Education: Perspectives

and Challenges

Nabeil Al-Huwail1, Ahmed ABSTRACT

Al-Hunaiyyan1(), Understanding the integration of artificial intelligence (AI) in academic institutions is crucial
Shaikhah Alainati2, given Kuwait’s commitment to innovation and educational excellence. This study explores the
Ayman Alhabshi3 integration of AI into higher education in Kuwait, revealing both positive perceptions and criti-
cal concerns. Qualitative insights from faculty and students highlight AI’s potential to improve
1
Computing Department,
learning across multiple academic disciplines. Quantitative data, collected from 310 students,
College of Business Studies,
shows that a majority of students hold optimistic views on AI’s effectiveness in enhancing
PAAET, Al-Ardiya, Kuwait
educational processes and project-based activities. However, concerns were raised about the
2
Management Department, ethical implications, high costs, data privacy, and the complexity of AI tools. Importantly, no
College of Business Studies, statistically significant difference was found between male and female students’ views on AI’s
PAAET, Al-Ardiya, Kuwait role in education. These findings are significant for policymakers and educators, guiding how
to address practical and ethical challenges while facilitating the effective incorporation of AI
3
Library and Information
into the educational system.
Science, College of
Basic Education, PAAET,
KEYWORDS
Al-Ardiya, Kuwait
artificial intelligence (AI), perspectives, e-learning, education, technology integration
aa.alhunaiyyan@
paaet.edu.kw

1 INTRODUCTION

Artificial intelligence (AI) has become a significant force shaping various

industries, and the field of education is no exception. With the advancement of
technology, there is a growing interest in understanding how AI can be effec-
tively utilized in education [1]. This interest is driven by AI’s potential to address
diverse educational needs, making learning more adaptive and effective for
students of various backgrounds and abilities [2, 3]. Researchers recognize AI’s
ability to transform teaching and learning processes and enhance educational
environments by providing personalized learning experiences [4, 5], automat-
ing administrative tasks [6], and supporting both students and educators with
tools for improved engagement and accessibility [7]. Moreover, tools enhanced
by AI can offer valuable analysis on student performance, assisting educators

Al-Huwail, N., Al-Hunaiyyan, A., Alainati, S., Alhabshi, A. (2025). Artificial Intelligence in Education: Perspectives and Challenges. International Journal of
Interactive Mobile Technologies (iJIM), 19(4), pp. 26–47. https://doi.org/10.3991/ijim.v19i04.52117
Article submitted 2024-09-07. Revision uploaded 2024-11-20. Final acceptance 2024-11-25.
© 2025 by the authors of this article. Published under CC-BY.

26 International Journal of Interactive Mobile Technologies (iJIM) iJIM | Vol. 19 No. 4 (2025)
 Artificial Intelligence in Education: Perspectives and Challenges

in promptly identifying and addressing areas of learning deficiency [8, 9].

With the ongoing advancement and broadening of AI technology, educational
institutions are facing the challenges and benefits of incorporating these tools
[6, 10, 11, 12].
There is a scarcity of literature concerning the perceptions of learners and
instructors regarding the utilization of AI in education, particularly in Kuwait.
Kuwait, a nation committed to innovation and educational excellence, is witnessing
a growing interest in the integration of AI into its educational system. ChatGPT has
quickly emerged as an exciting tool in Kuwait’s higher education sector, beneficial
for both students and educators. Its unrestricted accessibility, user-friendly design,
and powerful conversational AI capabilities enrich education and learning. ChatGPT
serves as a round-the-clock virtual assistant for students, facilitating understand-
ing of intricate subjects and enhancing writing skills; simultaneously, it aids educa-
tors in developing lesson plans, compelling educational resources, and interactive
classroom activities [13]. Examining the perspectives of students and instructors on
ChatGPT and other AI applications in education is essential for several reasons. The
primary goal of this study is to fill the existing gap by offering insights from both
students and faculty members. Combining qualitative insights derived from a focus
group with faculty members and college students at the Public Authority for Applied
Education and Training (PAAET) in Kuwait with quantitative data collected through
a standardized questionnaire sent to the student population. This research exam-
ines the perspectives of students and faculty members concerning the utilization
of AI in education in Kuwait, offering insights into their awareness, expectations,
encouragement, and job satisfaction [14], while emphasizing the significance of AI
abilities and its incorporation into the curriculum. This comprehension is necessary
for stakeholders to assess AI’s integration into education, emphasizing its benefits
and drawbacks. Secondly, comprehending user experiences and expectations may
aid policymakers and educators in tailoring AI applications to local cultural and
pedagogical requirements [15]. This can alleviate concerns and foster an environ-
ment favorable to the effective integration of AI tools, offering substantial recom-
mendations that may impact Kuwait’s strategic vision for AI in higher education,
ensuring that technology enhances learning rather than hinders it [16]. The specific
objectives of this study are to:

1. Explore students’ and instructors’ awareness of AI tools and their understanding

of how these tools can be utilized for teaching and learning.
2. Investigate perceptions of the potential benefits and challenges associated with
integrating AI tools in education.
3. Understand the concerns and expectations of educators regarding the implemen-
tation of AI in educational institutions.
4. Examine differences in students’ opinions in terms of gender.
5. Highlight the importance of AI proficiency among educators and students,
advocating for its integration into the curriculum.

The structure of this paper is as follows. Section 2 contains the literature review,
Section 3 elaborates on the methodology, Section 4 presents a summary of the find-
ings and discussions, Section 5 delineates the conclusion, and Section 6 addresses
the study’s limitations and future directions.

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Al-Huwail et al.

2 LITERATURE REVIEW

2.1 Introduction

The field of AI in education is growing rapidly as schools and universities world-

wide adopt AI-driven tools to enhance learning and streamline administrative
tasks [17]. With the advancements in AI technology, research demonstrated inter-
est in understanding how AI can be effectively utilized in educational settings [1].
According to [18], AI technologies hold the potential to significantly impact educa-
tion, playing a crucial role in the global economy and contributing to innovation,
employment, and economic growth. Authors in [19] define AI as the imitation of
human cognitive abilities by computers, encompassing abilities such as learning,
thinking, problem solving, perception, and language comprehension, with the
objective of executing tasks that often require human intelligence. A subset of AI is
machine learning (ML), which focuses on developing algorithms that allow systems
to improve based on data. In education, ML powers adaptive learning systems that
adjust to student performance, predict learning outcomes, and refine instructional
materials [4]. The purpose of this literature review is to examine existing studies
related to the integration of AI in educational settings, focusing specifically on cur-
rent issues and challenges associated with AI adoption. This review aims to eluci-
date the potential benefits and challenges of incorporating AI in education, featuring
cases that illustrate the viewpoints of stakeholders.

2.2 Potential of AI in education

Artificial intelligence possesses transformative potential in education, fundamen-

tally altering the learning processes of students and the instructional methods of
educators [20]. Research indicates that AI can customize content to accommodate the
distinct needs, capabilities, and learning preferences of individual students, thereby
ensuring inclusivity [21]. Furthermore, AI-driven tools, including virtual tutors
and interactive platforms, offer immediate feedback, enhancing engagement and
efficiency in learning. In addition, AI can automate administrative tasks, such as
grading and attendance tracking, freeing up time for more meaningful student
interactions [7].
Personalize and adaptive learning. Personalized learning is an approach to
learning that customizes instruction, content, pacing, and evaluation to meet each
student’s individual needs, interests, and capabilities [22]. In contrast to conven-
tional education, personalized learning recognizes individuals’ varied learning
styles, paces, and comprehension levels [23]. According to [21], AI can transform
personalized education by employing data and algorithms to develop custom-
ized learning experiences that adjust to each student’s requirements, speed, and
learning preferences. This personalization is accomplished chiefly via adaptive
learning platforms and intelligent tutoring systems that utilize AI to evaluate stu-
dent data and modify content delivery accordingly [4]. The author [24] showcases
the capacity of AI to enhance individualized learning, while [25] documented the
influence of AI on education, highlighting its capacity to facilitate personalized
and adaptive learning experiences. However, the study lacked comprehensive
solutions addressing the challenges associated with the implementation of AI in
education.

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 Artificial Intelligence in Education: Perspectives and Challenges

Task automating. Artificial intelligence is changing education by automating

many administrative tasks, which frees up instructors to focus more on teaching
and fostering the learning environment. For example, [19] states that AI-powered
systems, such as Gradescope, make grading easier by analyzing and giving consis-
tent feedback on multiple-choice and essay-type questions, greatly reducing the
time instructors spend on assessments. Similarly, AI scheduling tools make class
schedules and teacher schedules more efficient, which frees teachers from having
to coordinate them by hand. Finally, automated feedback systems can give detailed,
personalized suggestions for improvement, which improves the learning process
while saving teachers a lot of time and effort [26]. In a similar manner, [8] confirmed
that by utilizing AI platforms, educators can carry out various administrative tasks,
such as evaluating and assessing students’ assignments, with greater effectiveness
and efficiency, resulting in improved teaching quality [27]. Similarly, [20] showcases
that using AI technology helps in automating the assessment process so that time
and energy can be much more efficient, while [25] believed that AI can help make
schools more welcoming and improve formative assessments. According to [24],
AI can assist instructors, make administrative tasks more accessible, and promote
inclusive education, while [28] pointed out that one of the advantages of AI is the
automation of processes that accomplish repetitive tasks.
Interactivity and engagement. Artificial intelligence is instrumental in devel-
oping immersive, virtual, and engaging educational environments that improve
learning experiences [29]. AI attempts to empower students with more control in
their learning journey, providing a tailored experience that enhances engagement
and academic performance. The study [28] explores the possible advantages of AI,
such as increased student engagement, while [18] indicate that the utilization of AI
technology facilitates the identification and assessment of students’ critical thinking
skills and that AI can conduct an analysis of students’ learning behavior. As noted
by [30], AI technologies such as virtual reality (VR) and augmented reality (AR)
enable interactive simulations that allow students to investigate intricate concepts
and enhance students’ engagement in these settings to deliver real-time feedback,
thereby ensuring a customized and effective learning experience. Furthermore, [7]
provided a comprehensive examination of the potential impacts of several AI tech-
niques in education on teaching, learning, assessment, and educational assistance.
The findings highlighted essential advancements that have profoundly influenced
students’ engagement, encompassing data mining, ML, natural language process-
ing, and computer vision. However, the findings of [2] suggest that the utilization
of AI for customized and engaged learning is currently at the experimental stage,
alongside a shortage of resources and ethical considerations. In a similar manner,
[31] asserts that governments and politicians globally are showing growing interest
in the efficient integration of technology and economic well-being to facilitate the
advancement of education through digital, robotic-based instruction.

2.3 Challenges of AI in education

The area of education is experiencing a growing deployment of AI. Despite the

potential advantages, there are several challenges that need to be addressed to fully
harness the power of AI in education. One challenge is the ethical implications of
AI in education. For example, the collection and use of student data by AI systems
raise concerns about privacy and data security [32]. Another challenge is the poten-
tial for bias in AI algorithms. This can lead to inequitable outcomes and reinforce

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Al-Huwail et al.

existing inequalities in education [33]. Additionally, there is the challenge of striking

a balance between the use of AI and human interaction in education [32, 34]. While
AI can automate tasks and provide personalized support, human instructors are
essential for mentorship, emotional support, and the development of social and
emotional skills [34].
According to [21], the utilization of AI in education is hindered by issues related
to cost and reliance on technology. Hence, the implementation of AI in the field of
education necessitates careful consideration, particularly regarding the economic
aspect and the accessibility of technological infrastructure, especially in developing
countries. The importance of ensuring the validity and dependability of AI in educa-
tion is a matter of discussion, as emphasized by [35]. To ensure the accuracy of AI in
generating outcomes, it is crucial to expose it to thorough testing and development
based on rigorous criteria. Similarly, [20] addressed various problems, including the
validity and reliability of AI, cost, technology dependency, data privacy and security,
and changes in participant behavior that can alter assessment results. The author
emphasized the importance of applying AI technology with caution and consider-
ation for existing difficulties. The challenges of integrating AI in education are mul-
tifaceted and require comprehensive solutions that prioritize ethical considerations,
regulatory frameworks, and equitable access to education for all students.

2.4 Perspective on AI in education

This section provides some research results of empirical studies investigating

issues related to the potentials and challenges of AI in education from a number of
regions. The research undertaken by [35] examined the influence of AI on educa-
tion, and results revealed that AI has a significant impact on human laziness. The
researchers collected data from 285 students enrolled in different institutions in
Pakistan and China. The objective was to explore the effects of AI on decision-making,
laziness, and privacy concerns among university students. The results suggest that
the impact of AI on Pakistani and Chinese culture is accountable for 68.9% of human
laziness, 68.6% of challenges related to personal privacy and security, and 27.7%
of decision-making loss. Another study undertaken by [36] explores the application
of AI models in assessing academic achievement in primary school. The authors
stated that despite substantial spending in education, Latin American governments
had made limited progress. Their results stress that AI models provide a distinct
method for analyzing educational dynamics and detecting patterns by leveraging
their exceptional data processing capabilities.
A study conducted by [37] to investigate factors affecting students’ utilization and
intention to adopt AI technologies. The study involved a survey of 199 students from
the University of Patras in Greece. The results demonstrated anticipated perfor-
mance, habit, and excitement as key aspects influencing students’ desire to engage
with AI technologies. Moreover, behavioral intention, habit, and positive circum-
stances were identified as key factors influencing the actual utilization of these tools.
This study is especially significant for scholars and policymakers as it elucidates
the behavioral and contextual determinants influencing AI adoption in educational
environments. Academicians can utilize such information to construct AI-enhanced
teaching approaches and curriculum designs that align with students’ preferences
and behaviors. For policymakers, the findings underscore the importance of cre-
ating supportive environments. An investigation conducted by [38] examined the
deployment of AI in education, addressed its limitations, and analyzed forthcoming

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 Artificial Intelligence in Education: Perspectives and Challenges

trends that will influence the educational landscape in Oman. The paper assessed
the advantages and disadvantages of AI in education, drawing on the perspectives
of fifty academics from various universities through a mixed-methods methodology.
The authors also used a quantitative method and collected data via a questionnaire
from eleven professors and 250 students representing diverse college levels in
Muscat City, Oman. The conclusions derived from the analysis align with similar
studies present in the literature. The findings revealed that the incorporation of AI
in education offers numerous advantages for the learning and teaching process,
including enhancements in students’ skills and competencies. The results also indi-
cate a significant correlation between participants’ awareness of AI-related risks in
education and their assessments of AI’s influence on the college education system,
highlighting the complex relationship between awareness and attitudes toward AI
in education. The research has identified several unfavorable elements, including
generalizability.
In Kuwait, a study carried out by [13] examined the perspectives of students at
Kuwait University regarding the integration of AI in education. A group of medi-
cal students participated in an online survey, resulting in 352 valid responses. The
majority of students (99.1%) held the belief that AI would have a substantial impact
on healthcare. Additionally, a considerable proportion (60.5%) demonstrated a solid
understanding of the fundamental principles of AI, while a substantial percentage
(93.4%) exhibited familiarity and ease with AI terminologies. Moreover, 83.5% of
respondents stated that having knowledge about AI will benefit their professional
growth, while 82.1% expressed the belief that medical students should undergo
training in AI. The findings of this study indicate that most students held favorable
attitudes toward artificial intelligence.

2.5 Conclusion of the literature review

The literature review underscores the revolutionary capacity of AI in education,

focusing on its applications in personalized learning, task automation, and student
engagement. AI-driven solutions have shown the capacity to customize educational
content to meet individual learners’ requirements, boost learning outcomes via
adaptive platforms, and increase engagement through immersive technologies such
as VR and AR [4, 7, 29]. Moreover, AI streamlines repetitive administrative duties
like grading and scheduling, allowing educators to allocate more time to significant
student interactions [19, 20]. The literature review identifies barriers such as ethical
issues with data privacy, algorithmic bias, and financial and technological obstacles
that impede AI integration in under-resourced [21, 32]. The findings emphasize the
nascent phase of numerous AI technologies; while many studies discuss AI’s poten-
tial, there is a lack of longitudinal research evaluating its long-term impacts on learn-
ing outcomes and educational equity [2]. Moreover, a significant portion of current
study focuses on high-income nations, yielding less understanding of the difficulties
encountered in low-income and resource-limited settings. Moreover, research fre-
quently neglects the wider social ramifications of AI in education, encompassing its
effects on student well-being, technological infrastructure, and access to technology.
This study will enhance the existing knowledge in this field, particularly in a devel-
oping country such as Kuwait. Table 1 summarizes reviews and shortcomings of
various studies on AI in education, highlighting gaps in the literature and suggesting
areas for further research. Advancing research necessitates conducting additional
empirical investigations.

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Al-Huwail et al.

Table 1. Summary of reviews and shortcomings of studies in AI in education

Research Title Author(s) Topic Shortcomings

“The use of technology in Ahmadi, S. 2018 Overview of AI applications in Limited discussion on long-term
English language learning: education, including personalized implications and challenges in
A literature review” learning and administrative tasks. diverse educational settings.
“A review of AI applications in Gao, T., & Cho, S. 2020 Exploration of AI-powered tools for Focuses mostly on technical tools
educational assessment” improving personalized learning with little emphasis on ethical
experiences in education. concerns and teacher readiness.
“Artificial Intelligence in Chen, L., & Lin, J. 2020 Examines opportunities and Lacks empirical data on the actual
Education: A Review” challenges of AI in education, effectiveness of AI tools in different
including its role in improving educational contexts.
student outcomes.
“A Comprehensive Review on the Dayal et al. 2024 Highlighted the significance of AI The study lacks a model or
Integration of Artificial Intelligence in education and list the issues framework to support the
in the Field of Education” that support the growth and contribution of the paper to translate
development of the education world. the issues that were discussed.
“Applications and Challenges Chan, S., & Zary, N. 2019 Focuses on the current applications Does not provide practical solutions
of Implementing Artificial of AI in medical education as well as to address AI in medical school
Intelligence in Medical Education: the challenges of implementing AI in curriculum to better understand
Integrative Review” medical education. AI algorithms and maximize it.
“Personalized learning and AI in Özkan, D. 2020 AI applications in early childhood Lacks comprehensive analysis of
science education: current state and science education and their impact the impact of AI on educational
future perspectives” on learning and development. outcomes and address the barriers
to its implementation
“Investigating Students’ Perceptions Buabbas et al. 2023 Survey of medical students of the No focus on subjective assessment
towards Artificial Intelligence in effectiveness of AI tools into learning nor students full understanding
Medical Education” practices. Results demonstrated of AI tools.
positive impact.
“Integration of Artificial Intelligence Saputra, K., et al. 2023 Addresses the opportunities, the study lacked comprehensive
in Education: Opportunities, challenges, threats, and obstacles solutions addressing the challenges
Challenges, Threats and Obstacles. to the implementation of AI in associated with the implementation
A Literature Review” education. of AI in education.
“Role of AI in Education” Harry & Sayudin 2023 Discusses the potential, and barriers The authors only list and describe
associated with the use of AI in benefits and challenges of AI in
education in order to assist the role education without conducting
of AI in management of education. holistic investigation.

3 RESEARCH METHODOLOGY

This study followed a sequential explanatory mixed-methods design, consisting

of two distinct phases: a qualitative phase followed by a quantitative phase. The
initial qualitative phase will provide contextual understanding and richer insights,
while the subsequent quantitative phase will help identify patterns and trends.

3.1 Qualitative phase: Focus group discussion

A focus group discussion session was performed with the objective of gaining
comprehensive insights into the perspectives of students and instructors during
the Spring semester of the 2023–2024 academic year. The study utilized purposeful

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 Artificial Intelligence in Education: Perspectives and Challenges

sampling to acquire extensive viewpoints and enable thorough conversations. The

sample comprises twenty-six individuals, including twelve students and fourteen
faculty members from the College of Business Study (CBS) in Kuwait. These individu-
als possess varying degrees of expertise and practical experience using AI tools. The
students, aged 18 to 22, were both males and females studying business and finance,
while the instructors, aged 28 to 68, similarly included both genders with a business
qualification. The limited selection of focus group participants may constrain the
results of this research. The session took place at the lecture room of CBS. The dis-
cussion guide encompassed topics including the perceived advantages and obstacles
of AI, attitudes towards AI in education, and recommendations for enhancement.
The conversation was captured using audio technology with the participants’ per-
mission and then transcribed for the purpose of analysis. The method of thematic
analysis was utilized to find reoccurring themes and patterns within qualitative
data. Analytical coding and categorization were conducted to derive insights into
the subtle components of students’ perspectives. At the end of the session, we admin-
istered the questionnaire to the participating students from the focus group and
additional students, totaling 43 (21 male and 22 female). The aim of the pilot study
was to identify any ambiguities in the statements and modify them accordingly. The
aim of the pilot study was to identify any ambiguities in the statements and modify
them accordingly. The final version of the questionnaire, comprising twenty-four
items aligned with five constructs, was influenced by the focus group’s insights and
the pilot study. Questions were modified, removed, and incorporated in accordance
with the findings of the pilot study.

3.2 Quantitative phase: Questionnaire design and administration

Population and sample. The target population consists of students enrolled

in the College of Business Studies (CBS) at PAAET in Kuwait, comprising a total of
310 students, with 142 being male and 168 being female. The quantitative study
does not encompass instructors. Table 2 displays the demographic information and
distribution of the study population, including gender and proficiency in artificial
intelligence.

Table 2. Sample distribution according to the demographic variables (310 Students)

Variables Frequency (F) Percent %

Gender Male 142 45.8
Female 168 54.2
Proficiency in using AI Poor 79 25.5
Medium 177 57.1
High 54 17.4
Total 310 100%

Questionnaire design. A carefully designed survey questionnaire was devel-

oped for this research with the objective of soliciting viewpoints from participants
(students) and examining both the challenges and prospects of AI in education. The
questionnaire comprises two sections: part 1 gathers participants’ demographic
information, while part 2 consists of 24 questions that are divided into five key
groups. These groups include students’ knowledge about AI tools, their perception of

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Al-Huwail et al.

the effectiveness of AI, the perceived impact of AI in education, their willingness to use
AI, and the challenges associated with using AI in education. Each of the five groups
employs a 5-point Likert-type scale, with 1 representing strong disagreement, 2 rep-
resenting disagreements, 3 representing neutrality, 4 representing agreements, and
5 representing strong agreement.
Validity and reliability. A pilot study was performed on the research instru-
ments to ascertain that the questionnaire meets its stated objectives, assess the
feasibility of the survey, and validate initial findings. The statistical findings indi-
cate relationships between individual questionnaire questions and their respec-
tive factor totals as well as the overall questionnaire total. These correlations are
crucial for evaluating the questionnaire’s validity, especially its construct validity.
The correlations between items and their factor totals, along with the overall ques-
tionnaire total, indicate that most items exhibit strong correlations, hence demon-
strating robust construct validity. Nonetheless, items exhibiting lesser correlations
may necessitate additional scrutiny to confirm their precise contribution to both
the component and the primary objective of the questionnaire. Furthermore, the
statement “I am willing to learn and use AI tools to enhance my learning at the college”
exhibits a correlation of 0.772 with the overall questionnaire score. This indicates
that the item is closely associated with the overarching concept of the questionnaire,
feasibly reflecting the common perception of AI in education. On the other hand,
the question “I believe that AI assists in replacing instructors” exhibits a correlation of
0.391 with the whole questionnaire, suggesting that this item may assess a concept
(instructor replacement) that is less aligned with the overarching construct.
SPSS was utilized to calculate the correlation coefficients. The relationships between
the various dimensions and the aggregate score exhibited a significant level of statisti-
cal significance (p < 0.01). Similarly, the reliability of the questionnaire was assessed by
calculating Cronbach’s alpha using SPSS. The reliability of the questionnaire’s dimen-
sions is demonstrated by the coefficient degrees presented in Table 3, which vary from
0.74 to 0.91. The total Cronbach’s alpha score is 0.94. Hence, the questionnaire can be
administered to the core sample for the purpose of conducting a fundamental inves-
tigation, and the resulting conclusions can be considered trustworthy. Inferential sta-
tistics like correlation or regression might have been used to analyze relationships
between awareness, experience, and usage of AI in education. This would be critical
for establishing how different factors relate to overall student familiarity.

Table 3. Reliability statistics

Group No. of Items Cronbach’s Alpha

A AI Awareness 4 0.74
B Perceived Benefits of AI 5 0.91
C Perceived Impact of AI on education 7 0.88
D Willingness and Future Involvement with AI 3 0.86
E Challenges 5 0.82
Total 24 0.94

3.3 Research procedures

Multiple approaches were employed. A literature review provides a comprehen-

sive understanding of the current views and usage of AI in education by researchers

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 Artificial Intelligence in Education: Perspectives and Challenges

and practitioners. A qualitative method enabled a deeper understanding of the rea-

soning, viewpoints, motivations, attitudes, and other elements of participants, so
encouraging the creation of unexpected ideas and insights regarding advantages,
motives, and challenges. A total of 26 participants, including academicians and
students, took part in a focused group session. The researchers conducted a two-
hour session, which took place in a meeting hall at CBS. Additionally, a quantitative
methodology was employed by creating and distributing a questionnaire to a total
of 310 students. The statistical software SPSS was utilized to do an in-depth analy-
sis, including several statistical techniques, including an independent-sample t-test,
mean, standard deviation (SD), frequency, and percentage. The independent-sample
t-test was used to determine if there is a statistically significant difference between
the means of two independent variables, such as male and female students.

4 RESULTS AND DISCUSSIONS

This section incorporates both quantitative and qualitative findings to fully com-
prehend students’ and instructors’ impressions of AI tools and their awareness of
their potential applications in promoting education.

4.1 Qualitative analysis (Focus group discussion)

Twenty-six individuals participated in the focus group session, including 14 fac-

ulty members and 12 students, in order to gather insights, experiences, and opinions
on the influence of AI tools on education within the qualitative study sample. The
discussion was initiated by a facilitator who introduced the study’s purpose and
emphasized the importance of participant input during a face-to-face focus group
session at CBS. The researchers’ predetermined sequence of statements directed the
focus group discourse, which lasted approximately one hour and a half. The data
collection procedure was contingent upon the facilitator’s notes taken during team
discussions and the written comments of the participants. This facilitated an under-
standing of the current situation, challenges, opportunities, and the skills necessary
to adjust to the recently established professional environment. The data collection
process utilized a question-and-answer method that encouraged free discussion,
allowing for the gathering of qualitative data regarding the viewpoints, experiences,
and suggestions of the participants. Following that, a thematic analysis was con-
ducted to ascertain the presence of repeating themes, patterns, and noteworthy top-
ics that arose [39]. Moreover, the discussion encompassed other subjects, such as the
theoretical foundations of AI’s capabilities, the present and potential impact of AI on
education, the obstacles that have been faced, and prospective solutions for these
obstacles. The subsequent extensive discussion of the focus group yielded a more
profound understanding of the members’ opinions. The researchers verified and
assessed the report that detailed the outcomes. Both instructors and students voiced
numerous opinions regarding the use of AI tools and applications in the context
of education. While several individuals highlighted the capacity of AI to individ-
ualize learning experiences and amplify student engagement, others emphasized
the significance of preserving human contact and tackling ethical concerns. In gen-
eral, there was agreement on the significant impact that AI can have on education,
as long as it is implemented with the guidance of educational principles, ethical
standards, and a focus on student-centered learning.

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Al-Huwail et al.

Instructors’ perspectives. Instructors held diverse viewpoints regarding using

AI applications and tools in education, highlighting the benefits, and raising certain
concerns. An instructor claimed that AI possesses the capacity to transform edu-
cation by customizing learning experiences, automating administrative duties, and
delivering immediate feedback to learners. Nevertheless, it is essential to achieve
an appropriate balance between utilizing AI to enhance efficiency and maintaining
human contact in education. A Professor expressed his perspective on AI, stating
that we perceive it as a beneficial instrument for tailoring education to suit students’
unique needs and learning preferences. He added we believe that AI has the poten-
tial to provide valuable insights for making instructional design choices and improv-
ing learning outcomes. Similarly, a faculty member stated that AI-powered adaptive
learning platforms have the capacity to meet the varied requirements of students
and encourage self-directed learning. Nevertheless, she recommended that educa-
tors carefully assess the quality and accuracy of AI algorithms to guarantee that
they conform to pedagogical standards. Another instructor supports the idea that
AI-powered ChatGPT and virtual assistants may enhance student engagement by
offering immediate help, addressing queries, and facilitating conversations beyond
the traditional classroom setting. He emphasized the importance of cultivating a nur-
turing learning environment where students feel at ease requesting assistance from
AI and human professors. An instructor claimed that AI-driven evaluation systems
can offer educators significant insights into student development and performance,
enabling more focused interventions and personalized feedback. Nevertheless, she
emphasized that evaluation algorithms must exhibit fairness, transparency, and
alignment with learning objectives. Conversely, an English instructor stated that
AI-powered language learning platforms can offer students immersive and dynamic
experiences for acquiring language skills. She added that these platforms can speed
up the process of language learning and enhance fluency in various linguistic
environments.
According to a professor, AI technologies can simplify tasks such as reviewing
literature, collecting data, managing citations, identifying relevant sources, and
extracting valuable insights from research. Another instructor promotes using
emerging technologies, such as VR and AR, to provide students with immersive and
interactive learning experiences. He stated that technologies could improve student
engagement and retention by enabling them to apply theoretical concepts in prac-
tical scenarios. Similarly, a faculty member said that AI-driven cognitive tutoring
systems utilize concepts of cognitive psychology to improve student learning and
memory retention. She added these systems offer immediate feedback and adjust
education based on student performance. Concerning plagiarism, most instruc-
tors agree that AI-driven grading systems and plagiarism detection tools provide
instructors with a scalable and efficient method of evaluating student work by
automating regular grading duties and identifying any academic integrity viola-
tions. An instructor claims that AI can enhance interdisciplinary learning by inte-
grating knowledge from various sources and disciplines. This enables educators
to develop a cross-disciplinary curriculum that promotes critical thinking and cre-
ativity. Similarly, a professor asserted that AI-powered adaptive learning platforms
could customize educational content and activities according to students’ unique
demands and learning preferences, hence improving students’ interactions and per-
formance. Regarding disabilities, a faculty member stated that AI-powered assistive
technologies can enable students with various learning needs and disabilities to
access educational content and actively engage in classroom activities. The majority
of participants expressed that the use of AI technologies needs training and that the

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 Artificial Intelligence in Education: Perspectives and Challenges

technological infrastructure in the college is inadequate for implementing AI tech-

nology, namely in terms of hardware, software, and policies.
Students’ perspectives. The students actively participated in the discussion,
joyfully raising their hands to provide input and engage in each question. In general,
students indicated positive viewpoints regarding the utilization of AI technologies
in education, emphasizing the advantages. A student from the business depart-
ment mentioned her appreciation for the convenience and flexibility provided by
AI learning platforms. She finds these platforms beneficial for individualized inter-
active learning. A student from the accounting department requests professors to
exercise caution, stating that it is crucial for instructors to maintain an individual
connection with us as students. An additional student from the information sys-
tem department said, “I can benefit from hands-on experience with AI tools and
algorithms, experimenting with ML models, data visualization techniques, and
predictive analytics.” Another student from the computer department stated, “As a
study programming language, I appreciate the role of AI in enabling practical cod-
ing exercises and project-based learning.” She added, “AI-powered coding platforms
empower me to enhance my programming skills.”
A student said that AI assists them in solving complex problems, completing
their homework and assignments, as well as creating and refining their PowerPoint
presentations. Similarly, a student expressed enthusiasm for learning how to uti-
lize ChatGPT, since it assists in writing about various subjects as an additional task
for the class. Another student enrolled in the SMEs course mentioned, “Since our
course is project-oriented, I utilized an AI application to create the branding for my
project, identify specific market opportunities, and establish my marketing cam-
paign using social media platforms.” Another finance student stated, “The utilization
of AI-powered financial modeling tools enabled me to effectively apply theoret-
ical concepts to practical financial situations and investment strategies.” Another
student emphasized the necessity to promote transparency and accountability
in AI-powered learning environments to prevent cheating, which can negatively
impact high-achieving students. In addition, a student said, “We are occupied with
our schoolwork in order to achieve excellent grades, leaving us with insufficient
time to acquire knowledge about AI tools and applications.” A student raised a valid
issue regarding the absence of a practical, credit-bearing course on AI tools and
applications, particularly considering that the college specializes in business edu-
cation. Many students claimed that ChatGPT is the most used AI tool. However, they
wondered why some instructors prohibit the use of AI applications.
Summarizing the qualitative analysis. The above-mentioned perspectives by
faculty and students at CBS underscore the multifaceted impact of AI on teaching and
learning across various disciplines and educational contexts. ChatGPT is considered
one of the main tools in teaching and learning among various AI tools. A general
agreement that AI can improve accessibility, personalization, and engagement in
education by enhancing assessment, interactivity, and content creation. Integrating
AI into educational processes can enhance learning experiences for all learners by
making them more inclusive, adaptive, and successful. These additional viewpoints
demonstrate the extensive influence of AI and emphasize the varied uses of AI in
improving teaching and learning experiences in different academic fields and edu-
cational environments. While AI presents educators and students with valuable
resources to improve engagement, personalization, and effectiveness in education,
there are numerous concerns around the implementation of AI in the education
sector as stated by students and instructors.

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Al-Huwail et al.

4.2 Quantitative analysis

The next sections describe and analyze the results of the questionnaire that
examines the students’ perceptions of AI in education. Tables 4 to 8 display statisti-
cal data on five groups of factors: students’ awareness of AI, perceived effectiveness of
AI, perceived impact of AI on education, willingness to use AI, and challenges related to
AI use in education.
Students’ awareness of artificial intelligence. The mean values in Table 4, all
exceeding 3.0, indicate a neutral to positive perception of students’ awareness of AI,
with the highest mean value reflecting familiarity with AI concepts (mean = 3.46).
This signifies that students have a moderate to high degree of awareness of AI. The
moderate familiarity with AI aligns with recent research demonstrating a growing
awareness of AI among students, especially as it becomes increasingly incorpo-
rated into daily life and educational technologies [13]. Nonetheless, this awareness
may remain insignificant, lacking profound technical comprehension or practical
experience, a concern identified by [19]. The neutral score on learning AI instruc-
tion from educators (mean = 3.01) indicates that the incorporation of AI into formal
education is still inconsistent. This corresponds with work emphasizing the dispa-
rate integration of AI in curricula, influenced by factors such as instructors’ read-
iness, institutional resources, and curriculum design [40]. Augmenting AI-centric
curricula and equipping educators with additional resources could mitigate this
deficiency.

Table 4. Students’ awareness of AI (frequency)

Strongly Strongly
NO Item Agree Neutral Disagree Mean SD Rank
Agree Disagree
1 I am familiar with the concept of AI. 31 125 123 17 14 3.46 0.912 1
2 I learned using AI tools from my instructors at 16 102 95 62 35 3.01 1.091 4
my college
3 I have experience using AI tools and applications 23 93 98 71 25 3.06 1.072 3
4 I used some AI tools that are used in the context 32 126 87 47 18 3.35 1.043 2
of learning

Perceived effectiveness of artificial intelligence. The mean values in Table 5

indicate that students regard AI tools as effective in many contexts. Students per-
ceive AI’s capacity to automate repetitive administrative duties as a substantial
advantage, evidenced by the highest mean score of 3.93. The belief that AI can
improve efficiency and automation corresponds with extensive discourse in edu-
cational technology literature, highlighting AI’s ability to adopt routine tasks, so
enabling students and educators to concentrate on more significant, intricate activ-
ities [8]. This is especially apparent in AI technologies that facilitate administrative
functions, evaluations, and information dissemination. The positive evaluation of
AI’s function in self-directed learning (mean = 3.72) indicates trends in personalized
education. AI-driven adaptive learning platforms, which are tailored to students’
learning styles and speeds, have demonstrated an enhancement in engagement and
self-directed learning [25]. Nevertheless, the moderate ratings indicate that although
students acknowledge this potential, its use in their educational experience may
remain constrained.

38 International Journal of Interactive Mobile Technologies (iJIM) iJIM | Vol. 19 No. 4 (2025)
 Artificial Intelligence in Education: Perspectives and Challenges

Table 5. Students’ perceived effectiveness of AI (frequency)

Strongly Strongly
NO Item Agree Neutral Disagree Mean SD Rank
Agree Disagree
1 I believe that AI tools can contribute to 84 147 60 12 7 3.93 0.906 1
Automation of tasks
2 I believe that AI tools can save my time than 75 144 64 17 10 3.83 0.965 2
other applications
3 I believe that AI tools can contribute to increase 70 125 82 21 12 3.71 1.014 4
Competition
4 I believe that AI tools can contribute to improve 62 142 73 23 10 3.72 0.973 3
self-learning
5 I believe that AI tools can contribute to 62 137 78 19 14 3.69 1.005 5
enhancing efficiency

The perceived impact of AI on education. The data reported in Table 6,

with mean values of the seven items ranging from 2.75 to 3.68, indicates that stu-
dents believe AI positively influences education, especially regarding innovation
(mean = 3.70) and enhancing educational quality (mean = 3.68). Nonetheless, con-
siderable opposition exists over the notion of AI replacing educators (mean = 2.75).

Table 6. Students’ perceived impact of AI on education (frequency)

Strongly Strongly
NO Item Agree Neutral Disagree Mean SD Rank
Agree Disagree
1 I believe that artificial intelligence can enhance 59 130 91 22 8 3.68 0.948 2
the quality of education
2 I believe that AI tools can positively make 63 127 82 23 15 3.65 1.038 3
learning engaging
3 I believe that AI tools can make Innovation 54 144 87 14 11 3.70 0.930 1
for learning
4 I believe that AI help in replacing the 22 62 93 81 52 2.75 1.164 7
instructors
5 I believe that AI tools can contribute to do my 42 124 106 24 14 3.50 0.975 6
college projects
6 I have a positive attitude toward the use of AI 38 128 112 20 12 3.52 0.927 5
tools in education.
7 Artificial Intelligence has value in education. 46 141 95 14 14 3.62 0.947 4

The preeminent ratings for AI’s contribution to innovation and educational

enhancement correspond with studies that emphasize AI’s potential to transform
learning by offering personalized educational experiences, automating content
distribution, and facilitating novel interactions via virtual classrooms and intelli-
gent tutoring systems [7, 41]. The hesitance to embrace AI as a substitute for edu-
cators (mean = 2.75) reflects apprehensions documented in the research regarding
AI’s inadequacies in emulating the human aspects of teaching, including emotional
intelligence, mentorship, and individualized support [6, 34]. AI is regarded as a sup-
plementary instrument rather than a replacement, highlighting the significance of
human-AI collaboration in education. Incorporating AI into education to enhance

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Al-Huwail et al.

rather than replace traditional methods necessitates a balanced, collaborative strat-

egy that regards AI as a support tool for educators. This can be accomplished by
employing AI technologies for personalized education, such as adaptive learning
platforms that customize information to meet individual student requirements
while enabling instructors to offer guidance and context. According to [8], AI has
been integrated into schools for administrative and educational purposes; it can
automate administrative responsibilities such as grading and attendance monitor-
ing, allowing educators to concentrate on engaging and innovative teaching meth-
odologies, but the authors, along with [42], were not sure if AI will replace educators.
[43], argues that AI has constraints that raise doubt on replacing human educators
with AI. He stressed that AI currently lacks sentience and self-awareness, generat-
ing purely mechanical responses empty of emotions. Therefore, institutions should
promote blended learning models, wherein AI enhances in-person instruction via
technologies such as virtual tutors, language processors, or data-informed analy-
ses of student performance. Professional development for educators helps ensure
that AI enriches teaching, boosts student engagement, and reinforces the human
connection in education.
Willingness to utilize artificial intelligence. The data in Table 7 indicate that
students exhibit a moderate willingness to utilize AI tools, with the highest mean score
reflecting the belief that AI will influence the future (mean = 3.67). This demonstrates
an awareness of AI’s increasing significance across various sectors. The students’
confidence in AI’s prospective function mirrors wider cultural patterns. Research
indicates that familiarity with AI applications in daily life has fostered the percep-
tion that AI is essential for future professional settings, especially in sectors such as
healthcare, finance, and education [13]. Students’ readiness to utilize AI corresponds
with research indicating that the younger demographic is typically more receptive
to embracing new technology for personal and professional advancement [44].

Table 7. Students’ willingness to utilize artificial intelligence (frequency)

Strongly Strongly
NO Item Agree Neutral Disagree Mean SD Rank
Agree Disagree
1 I am willing to learn and use AI tools to 47 135 94 19 15 3.58 0.981 2
enhance my learning at the college.
2 I believe that AI will play a significant role in 71 130 83 18 8 3.77 0.954 1
shaping the future?
3 I plan to use AI tools for my learning after 45 123 109 19 14 3.54 0.967 3
I graduate

The relatively lower score for the intention to utilize AI post-graduation

(mean = 3.54) may reflect pragmatic issues, such as restricted access to AI resources
or ambiguities regarding the efficient incorporation of AI into their professional tra-
jectories, as posited by [40]. This underscores the necessity for enhanced AI literacy
initiatives and exposure to practical AI applications.
Challenges of using artificial intelligence in education. Table 8 indicates
significant apprehensions regarding the issues associated with AI, with the fore-
most concern pertaining to AI’s involvement in evaluating academic performance
(mean = 3.34) and ethical considerations (mean = 3.33). Concerns regarding AI’s
involvement in assessing academic performance correspond with broader worries
about the fairness, transparency, and bias inherent in AI algorithms employed in grad-
ing systems. Research indicates that AI systems, while effective, may unintentionally

40 International Journal of Interactive Mobile Technologies (iJIM) iJIM | Vol. 19 No. 4 (2025)
 Artificial Intelligence in Education: Perspectives and Challenges

perpetuate biases, especially when the training data is unreliable [24, 21]. Ethical
issues around data privacy (mean = 3.26) and cost (mean = 3.29) align with chal-
lenges identified in the research concerning the extensive implementation of AI,
especially in under-resourced educational environments [45, 32]. Students’ hesita-
tion about the complexity of AI technologies (mean = 3.18) indicates an awareness
that proficiency in AI tools necessitates technical competence that numerous learn-
ers and educators may currently lack [20]. This corresponds with research indicat-
ing that AI literacy continues to be an impediment to comprehensive adoption and
efficacy [40]. Enhanced training and assistance for both students and instructors are
essential to mitigate these issues.

Table 8. Challenges of using AI for business operations (frequency)

Strongly Strongly
NO Item Agree Neutral Disagree Mean SD Rank
Agree Disagree
1 I have Concerns about ethical considerations 33 108 119 29 21 3.33 1.016 2
with the adoption of AI tools
2 The cost of AI applications and AI technologies 25 102 136 32 15 3.29 0.931 3
is a major challenge for me
3 I have Concerns about data security and 33 91 125 45 16 3.26 1.004 4
privacy with the adoption of AI tools
4 The complexity and difficulty of AI technologies 26 92 121 53 18 3.18 1.004 5
is a major challenge for me.
5 I have Concerns about AI assessing my 34 103 121 38 14 3.34 0.981 1
academic performance, such as exams

4.3 Gender differences

The diverse attributes and individual traits, which may vary based on gender,
might influence how students engage with and make use of online technology,
namely artificial intelligence tools and applications. The perspective of a student
varies based on their unique characteristics, such as gender and age, as well as
their prior experiences, which shape their ideas and habits [46, 47]. Gender plays a
significant role in Kuwait, as men and women tend to have distinct attitudes when
it comes to using technology [48]. Gaining insight into the reasons behind the exis-
tence of this phenomenon in relation to cultural norms is essential for harmonizing
systems with the cultural elements of a traditional society. It is expected that both
males and females in Kuwait will adapt to using AI technology to improve their
social connections, despite the influence of a collectivist society [48].
The data presented in Table 9 indicates that there is no statistically significant
difference between male and female students in their assessment of the importance
of education and their perspectives on AI. The t-test result, with a p-value of p < 0.05,
indicates a lack of sufficient evidence to support the presence of gender disparities
in the data. After examining the average values shown in the table, students have a
positive view of AI and education. There is no significant variation across genders.
Nevertheless, there is a substantial disparity between males and females, with
males being more inclined towards perceiving greater benefits of AI. Recognizing
the importance of considering gender views can stimulate creativity, enhance
the quality of decision-making, provide fair opportunities to benefit from AI, and
cultivate the educational environment.

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Al-Huwail et al.

Table 9. Gender differences in the perceptions of using AI in education (frequency 310)

Group Gender Mean SD t Significance

AI Awareness Male 3.18 0.689
−0.815 0.42
Female 3.25 0.844
Perceived Benefits of AI Male 3.89 0.791
2.283 0.02
Female 3.68 0.859
Perceived Impact of AI on Education Male 3.53 0.777
0.955 0.34
Female 3.45 0.734
Willingness or Future Involvement with AI Male 3.71 0.862
1.630 0.10
Female 3.56 0.841
Challenges Male 3.29 0.739
0.202 0.84
Female 3.27 0.761
Total Male 3.52 0.636
1.088 0.28
Female 3.44 0.655

5 CONCLUSION

This paper thoroughly investigates how AI is incorporated into Kuwaiti higher

education systems, shedding important light on the perspectives of faculty members
and students alike. The mixed-methods design used in this study was instrumental in
capturing multifaceted perspectives. Quantitative measurements provided statistical
evidence of trends and correlations, while qualitative data obtained from instructors
and students from CBS in Kuwait enriched understanding by offering detailed narra-
tives and contextual insights. Overall, the findings indicate that students and instruc-
tors possess positive opinions regarding AI’s role in education, especially its capacity to
automate tasks, stimulate innovation, and enhance self-directed learning. Nonetheless,
concerns regarding ethical problems, complexity, cost, and the possible displacement
of educators suggest that they perceive AI as a complement rather than a replacement
in the educational realm. These findings correspond with the current research, which
underscores both the potential and constraints of AI in education. Addressing student
concerns, including providing structured learning opportunities, ethical AI deploy-
ment, and equitable access across genders, is crucial for successfully integrating AI
into educational institutions. In addition, the study revealed no statistically significant
differences in the opinions on AI between male and female students, implying a gen-
eral awareness of its relevance between genders. These findings underline the need
to consider both the advantages and limitations of AI, especially in relation to Kuwait’s
more general objectives for modernization and educational excellence.
This study provides value by emphasizing current technology’s potential impact
on enhancing higher educational institutions’ productivity, innovation, and global
competitiveness. Understanding these varied perceptions is crucial for scholars,
researchers, and technology developers to address concerns and create an environ-
ment conducive to the successful integration of AI tools, facilitating the transforma-
tion of education in a digital age. In addition, the study may inform the development
of educational programs that enhance students’ preparedness for the workforce
landscape increasingly shaped by AI technologies. Encouraging individuals to engage
in futuristic tools is crucial for the vision and mission of educational institutions in

42 International Journal of Interactive Mobile Technologies (iJIM) iJIM | Vol. 19 No. 4 (2025)
 Artificial Intelligence in Education: Perspectives and Challenges

Kuwait and other countries and regions, particularly in the context of the knowledge
economy, positioning nations to excel in a rapidly evolving global landscape. This
study will also show how important it is for both instructors and students to be able
to use AI, arguing that it should be used as a change in how we teach rather than
just a change in technology. The findings will also inform educational policymakers,
administrators, educators, and AI developers about the opportunities, challenges, and
ethical considerations associated with the integration of AI in educational practices
and curriculum development. Policymakers play a vital role in supporting responsi-
ble and ethical AI development and application in educational settings by providing
clear standards, regulations, and frameworks that stress equity, transparency, and
privacy. They are responsible for ensuring that AI technologies correspond with edu-
cational goals and course objectives, respect ethical norms, and manage risks such
as bias, discrimination, and data misuse. Policymakers and academicians in higher
education must promote continuous monitoring and assessment of AI technologies;
they could encourage the effective use of AI by offering a supportive infrastructure,
resources, and training that enable educators to integrate AI into their methods of
teaching properly. This entails providing professional development programs cen-
tered on the pedagogical applications of AI, ensuring faculty comprehend both the
potential advantages and ethical implications. Policies may motivate educators to
adopt AI as a revolutionary instrument for improving teaching and learning. They
must emphasize accessibility to intuitive AI tools and foster collaborative environ-
ments for educators and students to exchange best practices and innovations.

6 LIMITATIONS AND FUTURE STUDIES

The focus group, with 26 participants, is small; although it facilitates the examina-
tion of crucial themes, its modest size significantly constrains the generalizability and
dependability of the findings. The limited sample size constrains the capacity to extrap-
olate the results to the broader population of students or educators. The results repre-
sent the perspectives and experiences of the participants, which may not be indicative
of all respondents. Regarding participant responses to the questionnaire, response
bias may occur, causing participants to provide answers they think are expected and
be afraid of a lack of knowledge about AI tools. It is suggested that future studies
improve question wording or use anonymous surveys to minimize pressure to give
socially desirable responses. In addition, the study sample involved in this study rep-
resents one academic institution (College of Business Studies) in Kuwait. Broadening
the focus of the investigation to include additional educational institutions and a more
diverse student population across Kuwait would help to better grasp the role that AI
plays in education. Comparative analyses of Kuwaiti institutions with those elsewhere
could also provide insightful analysis of best practices for AI integration.
Future studies should focus on creating plans to solve the challenges found in this
study, especially those connected to ethical issues, expenses, and data security. To
fully appreciate artificial intelligence’s sustainability and efficiency, more research
on how it might affect Kuwaiti educational results is required. Additionally, look-
ing at the abilities and knowledge needed by educators to apply AI technologies
in the classroom will help AI to be adopted successfully in the field of education.
Furthermore, the statistical methods employed in this investigation may be insuffi-
cient to yield strong and varied findings. Subsequent studies ought to utilize more
sophisticated statistical methodologies with expanded datasets to investigate more
profound correlations. The authors also recommend an empirical study to develop a
full array of models and an implementation framework for the effective integration

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Al-Huwail et al.

of AI in higher education institutions. This framework could serve as a significant

resource for policymakers and scholars, offering actionable strategies and guide-
lines for the effective integration of AI technologies into educational systems.

7 ACKNOWLEDGEMENTS

The authors thank the Public Authority for Applied Education and Training in
Kuwait for funding this work, Project: BS-23-11.

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9 AUTHORS

Nabeil Al-Huwail is a faculty member of the Computing Department, College of

Business Studies, PAAET, Kuwait. His research interest is databases, data analytics,
and computer-based learning (E-mail: [email protected]; ORCID: https://
orcid.org/0009-0008-6751-5005).
Ahmed Al-Hunaiyyan is a faculty member of the Computing Department,
College of Business Studies, PAAET, Kuwait. His research interest is Software engi-
neering, Interface design, Multimedia based software, and computer and inno-
vative learning (E-mail: [email protected]; ORCID: https://orcid.
org/0000-0002-1393-7260).
Shaikhah Alainati is a faculty member of the Management Department,
College of Business Studies, PAAET, Kuwait. Her research interest is Human
Resource Management, HR analytics, Business and organizational performance,
and strategic management (E-mail: [email protected]; ORCID: https://orcid.
org/0000-0003-0955-0124).
Ayman Alhabshi is a faculty member of the Library and Information Science
Department, College of Basic Education, PAAET, Kuwait. His research interest is
Library Information Systems, e-Learning, and Information System Management
(E-mail: [email protected]; ORCID: https://orcid.org/0009-0001-1506-2314).

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