A phenomenological examination of educators’ experiences with AI integration in Palestinian higher education

This study employs a qualitative, phenomenological approach to explore the perspectives of university instructors in Palestine on integrating Artificial Intelligence (AI) technologies in education. Twenty-one instructors, all holding Doctor of Philosophy degrees (PhD) and extensive teaching experience, participated in semi-structured interviews conducted at three Palestinian universities. The research highlights educators’ nuanced attitudes toward AI, revealing both optimism about its potential to enhance educational outcomes and apprehensions about its impact on traditional pedagogical roles. The findings emphasize the need for targeted professional development and institutional support to facilitate the effective integration of AI within educational environments. This study offers valuable insights into the evolving discourse on AI in education, providing practical implications for policymakers and educational leaders aiming to harness AI’s potential while addressing its challenges.