International Journal of

ADVANCED AND APPLIED SCIENCES

EISSN: 2313-3724, Print ISSN: 2313-626X

Frequency: 12

line decor
  
line decor

 Volume 13, Issue 4 (April 2026), Pages: 221-230

----------------------------------------------

 Original Research Paper

The perspectives of Saudi students on the contribution that generative artificial intelligence can make to the educational system

 Author(s): 

Mohammad A. Tashtoush 1, 2, *, Mohamad A. Khasawneh 3

 Affiliation(s):

1Department of Basic Sciences, Al-Huson University College, Al-Balqa Applied University, Salt, Jordan
2Faculty of Education and Arts, Sohar University, Sohar, Oman
3Special Education Department, King Khalid University, Abha, Saudi Arabia

 Full text

    Full Text - PDF

 * Corresponding Author. 

   Corresponding author's ORCID profile:  https://orcid.org/0000-0002-2436-8155

 Digital Object Identifier (DOI)

 
https://doi.org/10.21833/ijaas.2026.04.022

 Abstract

This study examines the role of generative artificial intelligence (AI) in the educational system of Saudi universities. A descriptive research design and a quantitative approach were employed, with a questionnaire used as the primary data collection instrument. The study sample consisted of 1,250 students selected randomly. The findings indicate that the use of generative AI in educational settings is at a high level. Furthermore, the results show no statistically significant differences in the use of generative AI across different academic disciplines.

 © 2026 The Authors. Published by IASE.

 This is an open access article under the CC BY-NC-ND license (https://creativecommons.org/licenses/by-nc-nd/4.0/).

 Keywords

Generative artificial intelligence, Higher education, Saudi universities, Quantitative study, Academic disciplines

 Article history

Received 24 November 2025, Received in revised form 18 April 2026, Accepted 25 April 2026

 Funding

This research is supported by King Khalid University (Grant number: RGP2 / 671 /46). 

 Acknowledgment

The authors extend their appreciation to the Deanship of Research and Graduate Studies at King Khalid University for funding this work through Large Research Project under grant number RGP2/671/46. 

 Compliance with ethical standards

 Ethical considerations:

The study was approved by the Ethical Committee of the Deanship of Scientific Research, King Khalid University, Saudi Arabia (Ref. No. RGP2/671/46; approved on 20/02/2024). Participation was voluntary, and informed consent was obtained from all participants prior to data collection. Respondents were assured of anonymity and confidentiality, and no personally identifiable information was collected. 

 Conflict of interest: The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

 Citation:

Tashtoush MA and Khasawneh MA (2026). The perspectives of Saudi students on the contribution that generative artificial intelligence can make to the educational system. International Journal of Advanced and Applied Sciences, 13(4): 221-230

  Permanent Link to this page

---------------------------------------------- 

 References (36)

  1. Aldossary AS, Aljindi AA, and Alamri JM (2024). The role of generative AI in education: Perceptions of Saudi students. Contemporary Educational Technology, 16(4): ep536. https://doi.org/10.30935/cedtech/15496   [Google Scholar]
  2. Bahroun Z, Anane C, Ahmed V, and Zacca A (2023). Transforming education: A comprehensive review of generative artificial intelligence in educational settings through bibliometric and content analysis. Sustainability, 15(17): 12983. https://doi.org/10.3390/su151712983   [Google Scholar]
  3. Biggs J (2012). What the student does: Teaching for enhanced learning. Higher Education Research & Development, 31(1): 39–55. https://doi.org/10.1080/07294360.2012.642839   [Google Scholar]
  4. Bilgram V and Laarmann F (2023). Accelerating innovation with generative AI: AI-augmented digital prototyping and innovation methods. IEEE Engineering Management Review, 51(2): 18-25. https://doi.org/10.1109/EMR.2023.3272799   [Google Scholar]
  5. Chan CKY and Hu W (2023). Students' voices on generative AI: Perceptions, benefits, and challenges in higher education. International Journal of Educational Technology in Higher Education, 20: 43. https://doi.org/10.1186/s41239-023-00411-8   [Google Scholar]
  6. Chan CKY and Lee KK (2023). The AI generation gap: Are Gen Z students more interested in adopting generative AI such as ChatGPT in teaching and learning than their Gen X and millennial generation teachers? Smart Learning Environments, 10: 60. https://doi.org/10.1186/s40561-023-00269-3   [Google Scholar]
  7. Chiu TK (2024). The impact of Generative AI (GenAI) on practices, policies and research direction in education: A case of ChatGPT and Midjourney. Interactive Learning Environments, 32(10): 6187-6203. https://doi.org/10.1080/10494820.2023.2253861   [Google Scholar]
  8. Cladera M (2021). Let's ask our students what really matters to them. Journal of Applied Research in Higher Education, 13(1): 112-125. https://doi.org/10.1108/JARHE-07-2019-0195   [Google Scholar]
  9. Dehouche N and Dehouche K (2023). What's in a text-to-image prompt? The potential of stable diffusion in visual arts education. Heliyon, 9(6): e16757. https://doi.org/10.1016/j.heliyon.2023.e16757   [Google Scholar] PMid:37292268 PMCid:PMC10245047
  10. Emsley R (2023). ChatGPT: These are not hallucinations – they're fabrications and falsifications. Schizophrenia, 9: 52. https://doi.org/10.1038/s41537-023-00379-4   [Google Scholar] PMid:37598184 PMCid:PMC10439949
  11. Firat M (2023). What ChatGPT means for universities: Perceptions of scholars and students. Journal of Applied Learning & Teaching, 6(1): 57-63. https://doi.org/10.37074/jalt.2023.6.1.22   [Google Scholar]
  12. Haensch AC, Ball S, Herklotz M, and Kreuter F (2023). Seeing ChatGPT through students' eyes: An analysis of TikTok data. In the 2023 Big Data Meets Survey Science (BigSurv), IEEE, Quito, Ecuador: 1-8. https://doi.org/10.1109/BigSurv59479.2023.10486710   [Google Scholar]
  13. Hair JF, Gabriel MLDS, da Silva D, and Braga Junior S (2019). Development and validation of attitudes measurement scales: Fundamental and practical aspects. RAUSP Management Journal, 54(4): 490-507. https://doi.org/10.1108/RAUSP-05-2019-0098   [Google Scholar]
  14. Harrer S (2023). Attention is not all you need: the complicated case of ethically using large language models in healthcare and medicine. eBioMedicine, 90: 104512. https://doi.org/10.1016/j.ebiom.2023.104512   [Google Scholar] PMid:36924620 PMCid:PMC10025985
  15. Jauhiainen JS and Guerra AG (2023). Generative AI and ChatGPT in school children's education: Evidence from a school lesson. Sustainability, 15(18): 14025. https://doi.org/10.3390/su151814025   [Google Scholar]
  16. Johnston H, Wells RF, Shanks EM, Boey T, and Parsons BN (2024). Student perspectives on the use of generative artificial intelligence technologies in higher education. International Journal for Educational Integrity, 20: 2. https://doi.org/10.1007/s40979-024-00149-4   [Google Scholar]
  17. Kalota F (2024). A primer on generative artificial intelligence. Education Sciences, 14(2): 172. https://doi.org/10.3390/educsci14020172   [Google Scholar]
  18. Kelly A, Sullivan M, and Strampel K (2023). Generative artificial intelligence: University student awareness, experience, and confidence in use across disciplines. Journal of University Teaching and Learning Practice, 20(6): 1-16. https://doi.org/10.53761/1.20.6.12   [Google Scholar]
  19. Kumar AH (2023). Analysis of ChatGPT tool to assess the potential of its utility for academic writing in biomedical domain. Biology, Engineering, Medicine and Science Reports, 9(1): 24-30. https://doi.org/10.5530/bems.9.1.5   [Google Scholar]
  20. Limna P, Kraiwanit T, Jangjarat K, Klayklung P, and Chocksathaporn P (2023). The use of ChatGPT in the digital era: Perspectives on chatbot implementation. Journal of Applied Learning & Teaching, 6(1): 64-74. https://doi.org/10.37074/jalt.2023.6.1.32   [Google Scholar]
  21. Lokmic-Tomkins Z, Choo D, Foley P, Dix S, Wong P, and Brand G (2022). Pre-registration nursing students' perceptions of their baseline digital literacy and what it means for education: A prospective COHORT survey study. Nurse Education Today, 111: 105308. https://doi.org/10.1016/j.nedt.2022.105308   [Google Scholar] PMid:35240398
  22. Lyerly E (2023). Utilizing ChatGPT to help students with disabilities. Disability Compliance for Higher Education, 28(9): 2-7. https://doi.org/10.1002/dhe.31479   [Google Scholar]
  23. Miao F and Holmes W (2023). Guidance for generative AI in education and research. UNESCO, Paris, France.  [Google Scholar]
  24. Obenza BN, Salvahan A, Rios AN, Solo A, Alburo RA, and Gabila RJ (2024). University students' perception and use of ChatGPT: Generative artificial intelligence (AI) in higher education. International Journal on Human Computing Studies, 6(3): 125–138. https://doi.org/10.31149/ijhcs.v5i12.5033   [Google Scholar]
  25. Salinas-Navarro DE, Vilalta-Perdomo E, Michel-Villarreal R, and Montesinos L (2024). Using generative artificial intelligence tools to explain and enhance experiential learning for authentic assessment. Education Sciences, 14(1): 83. https://doi.org/10.3390/educsci14010083   [Google Scholar]
  26. Sallam M, Salim NA, Barakat M, and Al-Tammemi AAB (2023). ChatGPT applications in medical, dental, pharmacy, and public health education: A descriptive study highlighting the advantages and limitations. Narra J, 3(1): e103. https://doi.org/10.52225/narra.v3i1.103   [Google Scholar] PMid:38450035 PMCid:PMC10914078
  27. Shailendra S, Kadel R, and Sharma A (2024). Framework for adoption of generative artificial intelligence (GenAI) in education. IEEE Transactions on Education, 67(5): 777-785. https://doi.org/10.1109/TE.2024.3432101   [Google Scholar]
  28. Shoufan A (2023). Exploring students' perceptions of ChatGPT: Thematic analysis and follow-up survey. IEEE Access, 11: 38805-38818. https://doi.org/10.1109/ACCESS.2023.3268224   [Google Scholar]
  29. Silva CAGD, Ramos FN, de Moraes RV, and Santos ELD (2024). ChatGPT: Challenges and benefits in software programming for higher education. Sustainability, 16(3): 1245. https://doi.org/10.3390/su16031245   [Google Scholar]
  30. Singh H, Tayarani-Najaran MH, and Yaqoob M (2023). Exploring computer science students' perception of ChatGPT in higher education: A descriptive and correlation study. Education Sciences, 13(9): 924. https://doi.org/10.3390/educsci13090924   [Google Scholar]
  31. Sullivan M, Kelly A, and McLaughlan P (2023). ChatGPT in higher education: Considerations for academic integrity and student learning. Journal of Applied Learning & Teaching, 6(1): 31-40. https://doi.org/10.37074/jalt.2023.6.1.17   [Google Scholar]
  32. Surameery NMS and Shakor MY (2023). Use Chat GPT to solve programming bugs. International Journal of Information Technology and Computer Engineering, 3(1): 17–22. https://doi.org/10.55529/ijitc.31.17.22   [Google Scholar]
  33. Williams RT (2024). The ethical implications of using generative chatbots in higher education. Frontiers in Education, 8: 1331607. https://doi.org/10.3389/feduc.2023.1331607   [Google Scholar]
  34. Yilmaz H, Maxutov S, Baitekov A, and Balta N (2023). Student attitudes towards Chat GPT: A technology acceptance model survey. International Educational Review, 1(1): 57-83. https://doi.org/10.58693/ier.114   [Google Scholar]
  35. Yilmaz R and Yilmaz FGK (2023). The effect of generative artificial intelligence (AI)-based tool use on students' computational thinking skills, programming self-efficacy and motivation. Computers and Education: Artificial Intelligence, 4: 100147. https://doi.org/10.1016/j.caeai.2023.100147   [Google Scholar]
  36. Zastudil C, Rogalska M, Kapp C, Vaughn J, and MacNeil S (2023). Generative AI in computing education: Perspectives of students and instructors. In the 2023 IEEE Frontiers in Education Conference (FIE), IEEE, College Station, USA: 1-9. https://doi.org/10.1109/FIE58773.2023.10343467   [Google Scholar]