Challenges of Using Generative AI Tools in Omani Higher Education Institutions :Perceptions of Students and Academics

Abstract

The rapid advancement of generative artificial intelligence (GenAI) technologies, such as ChatGPT, has introduced various opportunities and challenges that must be addressed for its full potential to be realized in higher education. This study investigates the challenges associated with using GenAI tools in Omani higher education institutions (HEIs) from the perspective of both students and academics. Survey data was collected from 1,749 students and 450 academics across different universities in Oman. The main findings indicate that although both groups recognize issues like logical errors, bias and misleading information, lack of citation accuracy, facilitating cheating, dependency and reduced critical thinking, academics rated challenges slightly higher across all statements, especially on concerns about over-reliance on GenAI and concerns about facilitating cheating in exams or assignments. These findings indicate a significant concern among academics and students about over-reliance on GenAI, which may potentially diminish students’ ability to think critically and creatively, and increase students’ intellectual independence on ChatGPT. Despite these reservations on GenAI use, there is a general positive attitude of both students and academics for the adoption of GenAI in the higher education context, indicating a high level of readiness among both groups to explore GenAI's potential benefits, with an acknowledgment that regulatory frameworks may be necessary to address its potential drawbacks. The study highlights the need for regulatory frameworks, comprehensive guidelines and training programs to foster the responsible and ethical integration of GenAI technologies in Omani HEIs.

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