International Journal of

ADVANCED AND APPLIED SCIENCES

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

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 Volume 13, Issue 6 (June 2026), Pages: 84-93

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 Original Research Paper

Impact of AI-augmented pedagogy on education quality at Hail University

 Author(s): 

Fouzi Salem Alshaie 1, 2, Hamed M. S. Ahmed 3, *, Redhwan Qasem Ghaleb Rashed 2, 4, Abd Al Aziz Hamed Saaed Al-Refaei 5, Afrah Aboalbasher Mohamed Babiker 2, 6

 Affiliation(s):

1Department of Fine Arts, College of Arts, University of Hail, Hail, Saudi Arabia
2Humanities Research Center, University of Hail, Hail 55476, Saudi Arabia
3Business Management Department, Cardiff University International Study Center (Study Group), Cardiff, United Kingdom
4Department of English, College of Arts, University of Hail, Hail, Saudi Arabia
5School of Business and Management, Lincoln University College, Petaling Jaya, Malaysia
6Department of Arabic, College of Arts, University of Hail, Hail, Saudi Arabia

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 * Corresponding Author. 

   Corresponding author's ORCID profile:  https://orcid.org/0000-0003-1299-7947

 Digital Object Identifier (DOI)

 
https://doi.org/10.21833/ijaas.2026.06.008

 Abstract

The integration of artificial intelligence (AI) in education is still in its early stages, and the gradual transformation of pedagogical practices has contributed to improvements in education quality. However, there is a lack of empirical studies investigating the impact of AI on education quality. In addition, there is a lack of a validated and reliable scale to measure AI-augmented pedagogy and its effect on education quality. This study addresses this gap in the literature by proposing a validated and reliable scale for AI-augmented pedagogy, which was tested using Confirmatory Factor Analysis (CFA). Therefore, the aim of this study is to examine the effect of AI-augmented pedagogy on education quality at Hail University. A cross-sectional questionnaire was used to collect data from 342 respondents at Hail University, and Structural Equation Modeling (SEM) was employed to examine how the key components of AI-based curricula, AI-based distance learning, and AI-based learning and engagement affect education quality. The results revealed that AI-based curricula have the strongest positive effect on education quality, followed by AI-based distance learning and AI-based learning engagement. The study also provides important practical implications for educational institutions by highlighting the importance of integrating AI tools into curriculum development and online learning environments to enhance education quality. Furthermore, the study discusses its limitations and provides directions for future research.

 © 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

Artificial intelligence, Education quality, AI-augmented pedagogy, AI-based curricula, Distance learning

 Article history

Received 30 January 2026, Received in revised form 26 May 2026, Accepted 8 June 2026

 Funding

This research has been funded by the Scientific Research Deanship at the University of Hail, Saudi Arabia, under project number RCP-25-021. 

 Acknowledgment

The authors would like to express their sincere gratitude to all participants and staff at Hail University for their valuable cooperation and support. 

 Compliance with ethical standards

 Ethical considerations

This research was conducted in strict compliance with the 1964 Helsinki Declaration and its later amendments, as well as the Scientific Research Ethical Approval Committee (SREAC) at the University of Hail, Saudi Arabia, under approval number (H-2025-347). This research was not a medical study, nor did it involve human experimentation as contained in the Declaration of Helsinki. All the respondents in the study were well above 18 years of age, and they voluntarily answered the research questionnaire. The information provided by the respondents was strictly used for this study and treated with utmost confidentiality and anonymity. 

 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:

Alshaie FS, Ahmed HMS, Rashed RQG, Al-Refaei AAAHS, and Babiker AAM (2026). Impact of AI-augmented pedagogy on education quality at Hail University. International Journal of Advanced and Applied Sciences, 13(6): 84-93

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