Academic responsibility from the point of view of faculty members at the Faculty of Education, Al-Azhar University in light of artificial intelligence and achieving professional development

The goal of the research is to identify the academic responsibility of faculty members at the Faculty of Education at Al-Azhar University in light of artificial intelligence and achieving professional development, as well as to reveal the differences in the dimensions of academic responsibility in light of artificial intelligence and to achieve professional development according to different variables (degree, specialization, and years of experience), as well as identifying On the ability of faculty members to artificial intelligence through the dimensions of academic responsibility and their overall degree. The research sample consisted of (220) faculty members at the Faculty of Education, Al-Azhar University. The descriptive approach was used and the research tools included an academic responsibility scale (prepared by the researchers). The researchers used appropriate statistical methods, and the results of the research indicated that there were no statistically significant differences in academic responsibility in light of artificial intelligence and achieving professional development according to academic degree in the dimensions of (knowledge and concepts, required competence, teaching strategies, evaluation) and the presence of statistically significant differences in academic responsibility in In light of artificial intelligence and achieving professional development according to the academic degree in the two dimensions (target content, development and improvement). There are no statistically significant differences in academic responsibility in light of artificial intelligence and achieving professional development according to specialization in the dimensions of (knowledge and concepts, required competence, development and improvement, teaching strategies, and evaluation). There are statistically significant differences in academic responsibility in light of artificial intelligence and achieving professional development according to specialization in the dimension (target content) in favor of scientific specialization, and there are statistically significant differences in academic responsibility in light of artificial intelligence and achieving professional development according to years of experience in favor of members with 15 years of experience: 20 years, and the existence of three levels of academic responsibility in light of artificial intelligence and achieving professional development (positive - integrative - negative).  The results were discussed in light of the theoretical framework and previous studies, and a number of recommendations and research proposals were presented.