The Impact of Using ChatGPT in Jordanian Universities on the Development of the Educational Process from the Perspective of Faculty Members

Mohammad Abed-Latif Mohammad Smadi , Tariq Mohammed Farghal , Najla Ali Funayyis Alshahrani , Amneh Ahmad Daifallah Al-tal , Khawla Mohammad Sa’adeh

Full text PDF | 1485 | 919

Abstract

Background/purpose. This research examines the use of one artificial intelligence application, "ChatGPT," its importance, and its use in developing the educational process in Jordanian universities from the viewpoint of faculty members.

Materials/methods. The study sought to answer three main questions: What are the impacts of using ChatGPT on educational development? What challenges do faculty members face when using it? And are there statistically significant differences in the extent of its use attributable to gender, experience, and academic rank? A quantitative approach was adopted, employing a 12-item questionnaire divided into two fields: use and challenges. The study sample consisted of 310 randomly selected faculty members from various Jordanian universities.

Results. The primary results were as follows: Sample members strongly agreed on the importance of using artificial intelligence programs such as ChatGPT in teaching and on its role in developing the educational process. In addition, the sample members moderately agreed on some constraints that limit the use of artificial intelligence applications (ChatGPT) in teaching.

Conclusion. The results showed that faculty members at Jordanian universities use artificial intelligence programs such as ChatGPT to a high degree. Based on the findings and limitations of this study, the following recommendations are proposed for future research: Qualitative Exploration of Challenges: Conduct in-depth qualitative studies (e.g., interviews, focus groups) to delve deeper into the nature of challenges such as information accuracy, lack of documented sources, and faculty trust in ChatGPT. This would provide rich contextual data and specific examples of how these issues manifest in practice.

Keywords: Artificial Intelligence, ChatGPT, Jordanian Universities, Educational Process, Faculty Members.

References

Al-Atl, M., Al-Ajmi, A., & Al-Enzi, I. (2021). The role of artificial intelligence in education from the point of view of students of the College of Basic Education in the State of Kuwait. Journal of Educational Studies and Research: Al-Ataa Center for Educational Consultations, 1(1), 30-64.

Al-Robi, H. (2023). A future vision for the role of ChatGPT artificial intelligence in achieving strategic agility in Egyptian universities. Journal of Studies in University Education, 6(1), 332–350.

Al-Shorafa, A. (2023). Evaluating the performance of Jordanian university faculty members towards the use of artificial intelligence in teaching from their point of view. Irbid Journal of Humanities Studies and Research, 12(4), 1–20.

Al-Yajzi, F. (2019). The use of artificial intelligence applications in supporting higher education in the Kingdom of Saudi Arabia. Arab Studies in Linguistics and Psychology: Arab Perspectives, 11(3), 257-282.

Baidoo-Anu, D., & Ansah, L. O. (2023). Education in the era of generative artificial intelligence (AI): Understanding the potential benefits of ChatGPT in promoting teaching and learning. Journal of AI, 7(1), 52–62.

Choi, S., Jang, Y., & Kim, H. (2023). Influence of pedagogical beliefs and perceived trust on teachers’ acceptance of educational artificial intelligence tools. International Journal of Human-Computer Interaction, 39(4), 910-922. https://doi.org/10.1080/10447318.2022.2049145

Dehouche, N. (2021). Plagiarism in the age of massive Generative Pre-trained Transformers (GPT-3). Ethics in Science and Environmental Politics, 21(1), 17-23. https://doi.org/10.3354/esep00195.

Floridi, L., & Chiriatti, M. (2020). GPT-3: Its nature, scope, limits, and consequences. Minds and Machines, 30(4), 681–694. https://doi.org/10.1007/s11023-020-09548-1.

Gao, C. A., Howard, F. M., Markov, N. S., Dyer, E. C., Ramesh, S., Luo, Y., & Pearson, A. T. (2023). Comparing scientific abstracts generated by ChatGPT to original abstracts using an artificial intelligence output detector, plagiarism detector, and blinded human reviewers. npj: Digital Medicine, 6(75). https://doi.org/10.1038/s41746-023-00819-6

Guzman, A. L., & Lewis, S. C. (2020). Artificial intelligence and communication: A human-machine communication research agenda. New Media & Society, 22(1), 70–86. https://doi.org/10.1177/1461444819858691.

Hassani, H., & Silva, E. S. (2023). The role of ChatGPT in data science: how AI-assisted conversational interfaces are revolutionising the field. Big Data and Cognitive Computing, 7(2), 62–77. https://doi.org/10.3390/bdcc7020062

Li, C., & Xing, W. (2021). Natural language generation using deep learning to support MOOC learners. International Journal of Artificial Intelligence in Education, 31(2), 186–214. https://doi.org/10.1007/s40593-020-00235-x.

Lin, C. J., & Mubarok, H. (2021). Learning analytics for investigating the mind map-guided AI chatbot approach in an EFL flipped speaking classroom. Educational Technology & Society, 24(4), 16-35.

Lucy, L., & Bamman, D. (2021, June 11). Gender and representation bias in GPT-3 generated stories. In Proceedings of the Third Workshop on Narrative Understanding (pp. 48–55). Mexico City. https://doi.org/10.18653/v1/2021.nuse-1.5

Mahdi, M. (2021). Education and future challenges in light of the philosophy of artificial intelligence. Journal of Digital Learning and Teaching Technology, 2(5), 97-140.

Mohammad, S. S. (2023). Using Chat GPT as one of the applications of artificial intelligence in supporting the educational process. HjMS 1(2023), 1–16. https://doi.org/10.5281/zenodo.7768868

Qadir, J. (2023, May). Engineering education in the era of ChatGPT: Promise and pitfalls of generative AI for education. In 2023 IEEE Global Engineering Education Conference (EDUCON) (pp. 1–9). IEEE.

Rudolph, J., Tan, S., & Tan, S. (2023). ChatGPT: Bullshit spewer or the end of traditional assessments in higher education? Journal of Applied Learning and Teaching, 6(1), 342–363. https://doi.org/10.37074/jalt.2023.6.1.9.

Smadi, M. A. L. M. (2024). Applications of artificial intelligence in teaching from the perspective of faculty members in the colleges of educational sciences in Jordanian Universities. Science of Education. 7(9), 1–12.

Smadi, M. A. L. M. (2024). Teachers' support in influencing technology integration in social studies teaching in Jordanian schools. Revista Iberoamericana de Psicología del Ejercicio y el Deporte, 19(4), 406–409.

Smadi, M. A. L. M., & Raman, A. (2020). Technological Sources Influencing Technology Integration in Social Studies Teaching in Jordanian Schools. International Journal of Advanced Science and Technology, 29(04), 4613–4624. https://doi.org/10.30935/ejimed/8351

Smadi, M. A. L. M., Al-Jarrah, L. A., Al-Omari, A. M., & Al Smadi, M. N. (2024). Use Of Technology Among Female Teachers In Primary Schools In Jordan, vol. 22, no. 2, pp. 18011-18015. https://doi.org/10.57239/PJLSS-2024-22.2.001315.

Smadi, M. A. L. M., Alshahrani, N. A. F., Almekhlafi, M. S. K., & Alshammari, M. S. M. (2025). The role of administrative empowerment in reducing job burnout among female public school principals in Jubail governorate. In Frontiers in Education (Vol. 10, p. 1537068). Frontiers. https://doi.org/10.3389/feduc.2025.1537068.

Subhi, S. (2020). The reality of artificial intelligence applications use in education by faculty members at Najran University. Journal of the College of Education in Educational Sciences, 44(4), 319-368.

UNESCO. (2023). ChatGPT and Artificial Intelligence in Higher Education: A Quick Start Guide. https://www.iesalc.unesco.org/wp-content/uploads/2023/04/ChatGPT-and-Artificial-Intelligence-in-higher-education-Quick-Start-guide_EN_FINAL.pdf.

Announcement

EDUPIJ Citation Metrics

EDUPIJ News!