Evolution to revolution: Critical exploration of educators’ perceptions of the impact of Artificial Intelligence (AI) on the teaching and learning process in the GCC region

The transformational nature of the 21st century in all aspects of life has brought unprecedented changes to the teaching and learning process highlighting the paradigm shift and redefining the purpose and delivery of education. Ubiquitous and innovative Artificial Intelligence (AI) tools, being one of the defining (r) evolutions of our modern era accelerated by the recent introduction of free, accessible, and highly upgraded language models, have stirred a debate on the broader implications of AI on education, teaching, learning and assessment. On one hand, the integration of AI in education, particularly, in classroom practices has been seen as a potential solution to pressing challenges and barriers in dismantling industry model of education which is considered to be outdated and misaligned with the 21st century demands. Notwithstanding, the flip side of the coin presents a different picture as to whether AI is a potential threat, rather than a solution, to acquisition of knowledge, academic honesty and integrity, critical thinking skills and teacher-student relationships. Against the backdrop of such critical debate, it is crucially significant to establish a common understanding of the concept and implications of AI through the lens of stakeholder perceptions and expectations. Thus, this study explored the views and perceptions of 11 educators across the GCC on the impact of AI on teaching and learning process focusing on whether AI should be seen as evolution or a revolution in the field of education. The participants were selected based on the set of diverse criteria, like the curriculum setting they teach/manage in, their current position and the country they are based in. The findings revealed that in general, educators are quite optimistic about and open to the use of AI in education, its potential benefits and opportunities to improve teaching and learning, however, they cited lack of understanding and training in using AI tools in classroom instruction, assessment etc. as one of the most important barriers to its use. They also cited socio-cultural reservations, systematic resistance to change, lack of structured policies and available resources as factors inhibiting its use in education in the GCC region. The study concluded that there is a need for structured policy frameworks and guidelines on the use of AI in education in the context of GCC for better integration and migitation of its risks.