CHALLENGES OF ARTIFICIAL INTELLIGENCE (AI) IN HIGHER EDUCATION INSTITUTIONS IN LIBYA
DOI:
https://doi.org/10.61837/mbuir020224078sKeywords:
Artificial Intelligence (AI), Higher Education, ChatGPT, Challenges, InstitutionsAbstract
This paper aims to gain a comprehensive understanding of the challenges faced by higher education institutions in Libya, particularly during their adoption of artificial intelligence (AI) technologies. The primary challenges identified include issues related to teaching and learning, transparency, and ethical concerns. There are also the challenges related to integrating artificial intelligence (AI) technologies with existing organizational structures and systems in institutions with the challenges of planning, training, and financing. The most important advantages, benefits, and risks of applying artificial intelligence in educational institutions in developing countries such as Libya, and how students can benefit from applications such as 'ChatGPT' to enhance their knowledge levels, will be addressed. These challenges are the central focus of this article. To address and overcome them, it is essential to examine international legislation related to artificial intelligence (AI) in the educational sector and use it as a framework for developing local regulations. In addition to reviewing previous studies and methodologies, the findings from the literature review and the analysis of international legislation emphasize the need for a structural model that supports the integration of artificial intelligence applications into the curricula of higher education institutions. The article also provides recommendations for students and educators on the responsible and thoughtful use of this technology, aiming to better prepare them to be more knowledgeable, open, and ready to embrace these innovations.
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