Integrating AI in Education at the University Level in Lebanon: Opportunities, Challenges, and Readiness

Abstract

in education has revealed significant risks of cognitive offloading and diminished critical thinking, and has had a negative impact on students’ well-being, such as technostress and loneliness. Furthermore, AI facilitated the spread of ethical concerns surrounding data transparency and algorithmic bias. To address these challenges, an explanatory mixed-method study based on two surveys was done.  For quantitative results, the researcher utilized a questionnaire that tested the students’ AI efficacy moderated by institutional readiness and teacher competency. Another subsequent qualitative survey was addressed to university teachers. It analyzed university policy frameworks at public and private universities in Lebanon to evaluate the efficacy of the ethical guidelines and accountability systems implemented there. The findings underscored the urgent need for structured, outcomes-based policy standards, mandatory AI literacy, and professional development to ensure AI serves as an equitable and effective tool rather than a source of implementation failure. In this way, this research is considered basically related to the Ministry of Education plan of higher education reformation in Lebanon. It is recommended to put guidelines that govern the use of AI at the universities in Lebanon. This guideline is based on six pillars: foundation, communication tool, accountability and disclosure, pedagogical concerns, data privacy and security, and institutional support