Artificial Intelligence Governance Requirements in Egyptian Universities from the Point of View of Faculty Members

Document Type : Original Article

Authors

Assistant Professor of foundations of Education Faculty of Education in Dakahlia - Al-Azhar University

Abstract

The year 2023 witnessed the setting of the foundation stone for the artificial intelligence governance systems, as many governments, technology companies, and technical institutes moved to issue documents that include principles for developing artificial intelligence in all fields, though most of these documents, if not all, are advisory and not mandatory. The present research aims at identifying the artificial intelligence governance requirements in Egyptian universities from the perspective of faculty members; through a conceptual framework that reflects the features of artificial intelligence governance in universities, and the efforts made locally, regionally and globally to achieve artificial intelligence governance, leading to identifying the artificial intelligence governance requirements at the Egyptian universities. The research adopted the descriptive analytical approach and applied a questionnaire as an instrument for identifying the degree of significance of the requirements necessary for the artificial intelligence governance at the Egyptian universities, which was applied to a sample of (446) faculty members. Results of the research revealed that the research sample of faculty members agreed on the significance of artificial intelligence governance requirements at the Egyptian universities with a very high degree on the questionnaire, with a mean of (4.54), as well as their agreement to a very high degree on all the questionnaire axes. The first axis (the responsibility for artificial intelligence at the university) had a mean of (4.57), the second axis (determining the rules for the safe and reliable use of artificial intelligence at the university) had a mean of (4.56), the third axis (the indicators of benefiting from artificial intelligence technologies in developing the educational system at the university) had a mean of (4.53), and the fourth axis (the community partnership of the artificial intelligence governance at the university) had a mean of (4.52), respectively.Furthermore, the research showed that there were statistically significant differences between the responses of the sample members according to the specialization variable in favour of the practical specialization, while there were no statistically significant differences according to the variable of obtaining training courses in the field of artificial intelligence.                                                                          

Keywords

References

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