Bridging Technology and Academia: A Qualitative Exploration of GenAI Integration in GCC Higher Education

The integration of Generative Artificial Intelligence (GenAI) in higher education institutions within the Gulf Cooperation Council (GCC) region is fundamentally reshaping organizational paradigms and human-AI collaboration (Al-Emran et al., 2020; Zawacki-Richter et al., 2019). This qualitative study introduces a nuanced interpretive framework for strategic AI integration, exploring its transformative potential across pedagogical innovation, research methodologies, and administrative optimization. By situating this analysis within the unique sociocultural and technological context of the GCC region, we address a significant gap in the literature on GenAI adoption in non-Western academic settings (Selwyn, 2019). Employing an interpretive phenomenological approach, our study utilizes in-depth interviews and narrative analysis to provide a contextually grounded understanding of institutional adaptations to GenAI technologies. We examine classroom dynamics, student engagement mechanisms, research workflow optimization, and curricular development, addressing the complex interplay between technological advancement and deeply rooted academic traditions (Popenici & Kerr, 2017). While acknowledging the efficiency gains of GenAI, we critically investigate the challenges of maintaining academic rigor and mitigating potential risks to established scholarly practices (Bostrom & Yudkowsky, 2018). Our analysis reveals that the adoption of GenAI technologies in GCC higher education institutions is characterized by a complex interplay of cultural, institutional, and technological factors. Drawing on institutional theory (DiMaggio & Powell, 1983) and the technology acceptance model (Davis, 1989), we argue that successful GenAI integration in this context requires a nuanced understanding of the region's unique institutional logics and cultural values. The study identifies key challenges, including concerns about the erosion of traditional pedagogical approaches, fears of academic dishonesty, and apprehensions about the impact of AI on academic job security (Selwyn et al., 2020). Simultaneously, we uncover significant opportunities for GenAI to enhance educational practices, such as bridging language barriers, facilitating personalized learning, and enhancing research capabilities (Holmes et al., 2019). The proposed framework synthesizes technological innovation with fundamental academic values, offering actionable insights for implementing GenAI technologies responsibly within the unique context of GCC higher education institutions. By providing the first comprehensive framework tailored to the GCC region's specific academic context, our research makes a significant contribution to understanding AI integration in higher education, particularly in non-Western settings (M Alshater, 2022). This study offers a valuable tool for researchers, policymakers, and practitioners seeking to navigate the challenges and opportunities of AI integration in diverse educational contexts.