Redefining Teaching Faculty Roles at King Khalid University in the Fifth Industrial Revolution: An Artificial Intelligence Perspective

Background/purpose. This study examines the transformative and innovative roles of the teaching faculty at King Khalid University (KKU) in the context of the Fifth Industrial Revolution, with particular focus on the integration of artificial intelligence (AI) in higher education. Materials/methods. The study utilized a survey research design, gathering data from a purposive sample of 60 teaching faculty members. A structured questionnaire was administered, addressing five critical domains: didactic content, instructional techniques, learning technologies, student acquisition, and assessment processes. Results. Findings indicate that the teaching faculty at KKU exhibit moderate levels of innovation across instructional content, educational methods, technology integration, and student engagement. By contrast, innovation within the evaluation process was notably lower. Considerable variations were observed according to academic rank, years of experience, and the number of published papers. Remarkably, faculty members with higher academic ranks, at least a decade of experience, and over ten published studies demonstrated more frequent adoption of AI-related educational practices than their less experienced counterparts. Conclusion. This study underscores the need to improve AI integration in teaching, learning, and assessment by providing actionable recommendations to enhance faculty competencies in AI applications, thus addressing the increasing demand for efficient education.