THE ROLE OF ARTIFICIAL INTELLIGENCE IN THE SELF-PROFESSIONAL DEVELOPMENT OF FACULTY MEMBERS: PRINCE SATTAM BIN ABDULAZIZ UNIVERSITY AS A MODE

Objectives: This study investigated the integration of artificial intelligence (AI) in the professional development of faculty members at Prince Sattam bin Abdulaziz University, Saudi Arabia. Methodology: A survey with 63 participants assessed AI utilization, developmental potential, implementation processes, and adoption barriers, using statistical methods like ANOVA and regression. Results: Findings showed moderate AI integration for innovation and excellence, but lacked skills training. Quantitative analysis revealed a significant correlation between increased AI usage and improvements in teaching and learning outcomes. Participants recognized AI’s capacity for adaptive teaching aligned with evolving curricula, promoting student engagement. However, effectiveness scores for an AI-powered work culture indicated deficiencies in institutional vision and integration, exacerbated by insufficient analytical skills training. Despite challenges, optimizing AI adoption significantly improved educational quality, with the primary obstacle being the absence of quality training programs. Conclusion: In conclusion, faculty professional development relied on AI adoption, showing potential if capacity-building barriers are addressed. Recommendations include awareness initiatives, addressing concerns, enhanced training, and supportive policies for cultivating an electronic work culture. Future research should provide evidence-based guidelines for AI deployment in education.