Exploring the Role of Artificial Intelligence in Education: Assessing Advantages and Disadvantages for Learning Outcomes and Pedagogical Practices

: Artificial Intelligence (AI) in education sector is leading to a transformation in education. Whereas AI has a number of advantages like individualized learning and efficiency, it also poses some challenges involving ethics and human interaction. This paper will explore the potentials of AI applied to education, discuss its drawbacks, and review future trends that will shape the learning landscape. The article evaluated the pros and cons of AI in education, based on the views of fifty academics from different universities using a mixed method approach. The conclusions brought out of the analysis are in line with similar studies existing in the literature. For academics, the integration of AI has many positives aspects on the learning–teaching process including improvement in skills and competences of students. The findings reveal a strong correlation between participants' awareness of AI-related risks in education and their perceptions of AI's impact on the college education system, emphasizing the intricate link between awareness and attitudes towards AI in education. While the negative aspects brought out from the research are linked to generalizability. The contribution to be drawn from the results of this research is mainly empirical and practical. These opinions should be used as resources for managers, policy makers and researchers suggesting avenues for future research to broaden the scope and include diverse educational contexts.


INTRODUCTION
New technologies pose great challenges to society.Artificial Intelligence stands out as a spearhead of these challenges in terms of inconveniences and threats towards all levels: individuals, businesses, countries, regions, and education.Artificial Intelligence (AI) serves as a powerful educational tool with autonomous observation, comprehension, prediction, and action capabilities, impacting teaching and learning methodologies at various levels (Hwang et al., 2020).Debates and question are being explored to understand, accept, and/or adapt it in different sectors.Higher Education has due a complex role in educating and building sustainable development, stands in the very center of the exploration to understand how to integrate.This research delves into the cognitive dimensions of AI's teaching function, exploring its evolving role in traditional educational settings.Three levels of AI integration in education are identified: initial conventional use in information dissemination (Holmes & Tuomi, 2022), basic assistance to students through intelligent machines, and progressive utilization of cognitive capacities to support teachers (Roll & Wylie, 2016).The study emphasizes the importance of understanding the term "role" in social psychology to comprehend how AI reshapes traditional educators' roles, challenging them to reconsider their responsibilities (Greene & Yu, 2015).It was conducted in Muscat Province, Oman, and involved 50 participants across various academic levels, through a mixed-methods approach.It achieved a noteworthy 63.63% recovery rate for interviews and a 97.2% response rate for surveys.Using SPSS for data analysis, the study reveals a correlation between participants' awareness of AI-related risks and perceptions of its impact on the college education system.The research provides a balanced perspective on advantages and challenges, informing policy and practice through offering a critical insight into the multifaceted effects of AI on education.The findings of this study will IJIRMPS2404231000 www.ijirmps.orgWebsite: Email: editor@ijirmps.org 2 contribute to the literature of the topic and present a case of a country, Oman, that has excellent internet endowments.This article starts with a brief literature review regarding the implementation of AI in HE.Next, it continues with the methodological aspects and the limits of the research.The findings and results are presented afterwards.At the end, conclusions and recommendations are suggested.

LITERATURE REVIEW
"Artificial Intelligence" was first utilized in a workshop at Dartmouth College in 1956.Scientists and researchers have expressed interest in the opportunities and dangers that technology could create in all spheres of our lives: from education to employment, and from social interactions to the very existence of us as a species.There is a huge amount of literature dedicated to Artificial Intelligence: the phrase "Artificial Intelligence" uncovers over 580 million entries on Google in less than 0.30 s and over 4. 5  Most STEM teachers express positive experiences with AI as a superior scaffolding source but raise concerns about potential shifts in their roles.The findings serve as a foundation for future AI integration recommendations in STEM education.

RESEARCH METHODS AND DATA COLLECTION
The studies on academics' views regarding the implementation of AI in HE adopts a mixed methods research approach, combining quantitative and qualitative data to comprehensively investigate AI's impact in education.hence, mixed method was the best methodology to investigate the opinions on this research goal.Such in-depth, semi-structured interviews and surveys have been conducted on topics like AI and HE from different viewpoints to allow participants "the possibility to demonstrate what is important to them" of.The survey consists of three stages: demographic information, questions about AI in education, and inquiries about the future of AI in education.Demographic details include age, gender, year of study, and course.Eleven questions explore AI utilization in educational activities, while four address potential advantages and disadvantages.This comprehensive questionnaire design ensures a thorough examination of participants' perspectives.A mix of purposive and random sampling is employed.For this study, 11 instructors and 250 students from various college levels in Muscat City, Oman, were selected.Instructors included competent IJIRMPS2404231000 www.ijirmps.orgWebsite: Email: editor@ijirmps.org3 full-time educators, excluding administrators.The combination of purposive and random sampling ensured a diverse and representative sample.Teacher interviews, disseminated and recovered through the college email base, achieving a 63.63% recovery rate, with seven interviews recovered.Student questionnaires, were distributed and recovered using Google Forms, achieving an impressive 97.2% recovery rate, with 243 valid questionnaires.These high recovery rates enhance the study's reliability.The opinions expressed were analyzed using arithmetic analysis and SPSS 19.0 processing, twenty items in the main survey section were analyzed statistically with results represented as mean and standard deviation.

5.
DEMOGRAPHIC ANALYSIS It gives critical insights into the makeup and characteristics of a population.Individuals' views, actions, and preferences are significantly impacted by demographic variables like gender, age, income, level of education, and place of residence.Surveys that included demographic analysis allowed researchers to better focus treatments or tactics by revealing trends, patterns, inequalities, and patterns within certain populations.According to the survey responses, a majority of students express a positive sentiment towards the usage of artificial intelligence (AI) in the college education system.A significant 40% of students believe that AI has a very positive impact, while an additional 33.3% view it as somewhat positive.This indicates that a combined 73.3% of students perceive AI in education as having a favorable influence.On the other hand, 18.3% of students feel neutral, stating that the usage of AI neither positively nor negatively affects the college education system.A smaller proportion, 11.7%, holds a negative perspective, with 5% indicating a somewhat negative impact and 2.3% perceiving it as very negative.These findings suggest a generally optimistic outlook among students regarding the integration of AI in higher education, although a notable minority holds reservations about its potential drawbacks.The survey results highlight a diverse range of opinions among students regarding the use of artificial intelligence (AI) for grading assignments.A combined 64% of respondents expressed either a neutral stance (34%) or disagreement (30%) with the proposition that using AI to accomplish assignments makes for a useful knowledge grading method.Specifically, 9 students, constituting 18%, disagreed, while 17 students, or 34%, remained neutral on the issue.This suggests a substantial portion of the surveyed students are ambivalent or skeptical about the effectiveness of AI in assessing academic performance.On the positive side, a total of 21% of students either agreed (10%) or strongly agreed (11%) that employing AI for grading assignments is a useful knowledge grading method.While this indicates a noteworthy level of support for the idea, it remains a minority perspective.The combined support, however, suggests that a segment of students recognizes the potential benefits of using AI in this context, perhaps valuing efficiency, consistency, or objectivity in the grading process.Conversely, a combined 18% of students strongly disagreed (6%) or disagreed (12%) with the notion, emphasizing a notable degree of skepticism or opposition to the use of AI in assessing academic work.Understanding the reasons behind this skepticism could shed light on concerns related to the perceived limitations or ethical considerations associated with AI-driven grading methods.The survey question aimed at identifying perceived advantages of introducing artificial intelligence to the educational process in the future generated insightful responses from students, showcasing varying perspectives on the potential benefits of AI integration.The largest group of respondents, 14 students, identified the improvement of educators' training as a key advantage of utilizing AI in the educational process.This response represents 28% of the total, indicating a significant portion of students recognizing the potential of AI in enhancing professional development programs for educators.The acknowledgment of AI's role in training highlights an understanding among students of the transformative impact technology can have on refining teaching methodologies.Close behind, 12 students (24% of the responses) emphasized the advantage of AI supporting educators in their day-to-day responsibilities.This recognition suggests an awareness among students of the practical benefits AI can bring to educators, including the automation of administrative tasks and the streamlining of workflows.The acknowledgment of AI's potential to enhance the efficiency of educators' work aligns with the evolving role of technology in educational settings.Additionally, 11 students (22% of the responses) identified the advantage of personalized learning experiences facilitated by AI.This response underscores the recognition of AI's ability to analyze individual learning styles and preferences, tailoring educational content to meet the diverse needs of students.The acknowledgment of personalized learning experiences reflects an understanding of the potential for AI to cater to the unique requirements of each student.Similarly, another group of 11 students (22% of the responses) recognized the potential of AI in aiding students with difficulties in learning.This perspective highlights an understanding of AI's role in providing targeted support and adaptive learning resources to students who may require additional assistance.The acknowledgment of AI's potential to address diverse learning needs aligns with the goal of fostering inclusivity in education.A smaller group of 2 students (4% of the responses) identified the advantage of AI in helping with educators' administrative responsibilities.While this response represents a minority, it still reflects an awareness among students of AI's potential to contribute to the efficiency of administrative tasks within the educational environment.Email: editor@ijirmps.org7 The survey question aimed at discerning perceived disadvantages of introducing artificial intelligence to the educational process in the future yielded insightful responses from students, reflecting their concerns about potential drawbacks.The most prominent concern, voiced by 21 students (42% of the responses), was the potential impact of AI on student creativity and critical thinking skills.This substantial percentage suggests a significant apprehension among students regarding the potential trade-off between the efficiency gains offered by AI and the preservation of essential cognitive skills.The emphasis on creativity and critical thinking underscores the importance students place on these skills in the learning process.Equally significant, 10 students (20% of the responses) expressed concerns about the potential undermining of the educator's role as a disadvantage of AI in education.This perspective reflects a shared worry among students about the possible diminishment of the human connection between teachers and students as AI takes on more tasks traditionally performed by educators.The acknowledgment of this concern suggests a recognition of the irreplaceable value of human interaction in the educational experience.Another notable concern raised by 10 students (20% of the responses) was the possibility of increased inequality among students due to the introduction of AI.This viewpoint highlights an awareness among students of the potential disparities in access to AI technologies and the associated risks of exacerbating existing educational inequalities.The emphasis on equality underscores a commitment to ensuring that technological advancements benefit all students equitably.Additionally, 9 students (18% of the responses) identified the potential increase in plagiarism as a disadvantage of AI in education.This concern reflects an understanding of the challenges associated with the ease of access to information and the potential automation of certain tasks, leading to academic dishonesty.The acknowledgment of this risk highlights a commitment to maintaining academic integrity in the face of technological advancements.The survey question addressing students' biggest concerns regarding the utilization of artificial intelligence technologies in the future generated insightful responses, shedding light on the apprehensions students harbor about the impact of AI on their educational experience.The most prevalent concern, as articulated by 23 students (46% of the responses), revolves around the potential decrease in critical thinking and creativity skills.This substantial percentage indicates a prevailing worry among students about the impact of AI on their cognitive development.The emphasis on critical thinking and creativity underscores the importance students place on these foundational skills for independent thought and problem-solving, suggesting a recognition of the need to balance technological integration with the preservation of essential cognitive abilities.Another significant concern, expressed by 13 students (26% of the responses), revolves around the fear that the emotional and social interaction of students may decrease with the increased utilization of AI.This perspective reflects an awareness among students of the fundamental role emotional and social interactions play in the learning experience.The acknowledgment of this concern suggests a desire for a balanced approach that leverages technology without compromising the human and interpersonal aspects of education.Furthermore, 11 students (22% of the responses) highlighted the worry that students may be exposed to wrong or misleading information as a significant concern associated with the use of AI technologies.This response underscores a recognition of the potential pitfalls of relying on AI algorithms for information dissemination.The emphasis on the quality and accuracy of information reflects a commitment to ensuring that technological advancements do not compromise the integrity of educational content.A smaller but noteworthy concern was raised by 3 students (6% of the responses) who expressed apprehension about the potential exploitation of students' personal data using AI tools.This response indicates a keen awareness among students of the privacy risks associated with technological advancements.The acknowledgment of this concern emphasizes the importance of robust data protection measures to safeguard students' sensitive information.

DISADVANTAGE OF ARTIFICIAL INTELLIGENCE IN EDUCATION
Based on the SPSS analysis random relations between two different variables were taken.The analysis was done for the two questions (How are you well aware of the risks of using artificial intelligence in your educational studies?) and (Do you think that the usage of artificial intelligence has a positive or negative effect on the college education system?) where this was done to know that if the population is aware about the risks

3, 6%
Biggest concern when it comes to the utilization of artificial intelligence technologies by students in the future Critical thinking and creativity skills decrease.
The emotional and social interaction of the student may decrease.
Student may be exposed to wrong or misleading information.
Student's personal data exploitation using AI tools.

IJIRMPS2404231000 www.ijirmps.org Website:
Email: editor@ijirmps.org9 of using the artificial intelligence in their studies to decide on the type of its effect on the educational process.
The correlation coefficient came out to be 0.7892.In statistical analysis, the interpretation of correlation values is pivotal in understanding the relationship between two variables.A correlation value of 0.7 signifies a strong and positive relationship between the two variables under consideration.The correlation coefficient, ranging from -1 to 1, quantifies the strength and direction of the linear relationship between variables.In this context, a value of 0.7 and above indicates a robust positive correlation, suggesting that as one variable increases, the other tends to increase as well.The magnitude of 0.7 and above signifies a high degree of association, implying that changes in one variable are closely mirrored by corresponding changes in the other.Researchers and analysts interpret such correlation values as a reliable indicator of a significant and positive connection between the variables, providing valuable insights into the nature of their interdependence within the studied context.Lastly, the interview with the college teacher provided valuable insights into their perspective on technology, particularly artificial intelligence (AI), in the educational context.The teacher demonstrates a comprehensive understanding and utilization of various technologies, such as Google Docs and email, in their daily activities.However, when it comes to AI, the teacher expresses a reluctance to use it personally.The interviewee's reluctance to embrace AI in their educational practices is evident, stating a clear disapproval of students using AI in the educational process.The teacher identifies several perceived risks associated with student use of AI, including plagiarism, decreased work ethic, loss of creativity, and declining critical thinking skills.These concerns reflect a broader apprehension about the potential negative impacts of AI on students' academic integrity and skill development.The teacher's perspective on the future impact of AI in education acknowledges its current influence and anticipates further integration.Despite recognizing potential advantages for students with special needs or using AI for checking work, the interviewee remains cautious about the drawbacks, emphasizing the risk of overreliance on AI hindering creative and critical thinking processes.Notably, the teacher's stance on offering courses on the integration of AI in education is conditional.
They suggest that such courses would only be beneficial if there is an expectation for students to use AI.This conditional approach reflects a nuanced view, acknowledging the potential benefits of education on AI usage if it aligns with academic expectations.In summary, the interview portrays a teacher who is well-versed in technology but hesitant to embrace AI in their own educational practices.The concerns raised about the risks associated with student use of AI highlight the need for thoughtful consideration and ethical guidance in integrating AI into educational settings.The teacher's conditional support for AI-related courses underscores the importance of aligning educational offerings with clear expectations and guidelines regarding AI usage in the learning environment.According to the survey responses, a majority of students express a positive sentiment towards the usage of artificial intelligence (AI) in the college education system.A significant 40% of students believe that AI has a very positive impact, while an additional 33.3% view it as somewhat positive.This indicates that a combined 73.3% of students perceive AI in education as having a favorable influence.On the other hand, 18.3% of students feel neutral, stating that the usage of AI neither positively nor negatively affects the college education system.A smaller proportion, 11.7%, holds a negative perspective, with 5% indicating a somewhat negative impact and 2.3% perceiving it as very negative.These findings suggest a generally optimistic outlook among students regarding the integration of AI in higher education, although a notable minority holds reservations about its potential drawbacks.The survey reveals a clear preference among students for the integration of artificial intelligence (AI) in college education.A substantial majority, comprising 86.1% of respondents, expressed agreement with the statement that "Colleges should introduce courses on how to use artificial intelligence for educational purposes."This suggests strong support for educational institutions incorporating AI-related content into their curriculum, emphasizing the perceived value of equipping students with skills related to this emerging technology.On the contrary, a smaller but still noteworthy 13.9% of students agreed with the statement that "Colleges should stop their students from using artificial intelligence for educational purposes."While this dissenting view represents a minority, it highlights the existence of concerns or reservations among a segment of students regarding the use of AI in education.Further exploration into the reasons behind this disagreement could provide valuable insights into the specific apprehensions or perspectives that contribute to this stance.

College's Reaction Towards Artificial Intelligence Presence in Their Educational System
Colleges should introduce courses of how to use artificial intelligence for educational purposes.
Colleges should stop their students from using artificial intelligence for educational purposes.

IJIRMPS2404231000
www.ijirmps.orgWebsite: Email: editor@ijirmps.org11 The survey results demonstrate a strong consensus among the respondents regarding the integration of AIrelated skills courses in college curricula.An overwhelming 88% of students expressed a positive stance, with 44 individuals affirming that colleges should provide AI-related skills courses to aid in their future careers.This resounding support suggests a widespread recognition among students of the growing importance of artificial intelligence in various professional fields.Conversely, a small but notable minority, constituting 10%, indicated a negative viewpoint, with 5 students stating that colleges should not offer AI-related skills courses.This dissenting perspective may stem from concerns about the potential saturation of the curriculum or doubts about the practical relevance of AI skills in certain career paths.Exploring the specific reasons behind this dissent could provide valuable insights into addressing potential challenges or misconceptions related to AI education.One respondent, representing a mere 2% of the total, expressed uncertainty about whether colleges should provide AI-related skills courses, underscoring the need for clearer communication and information dissemination regarding the benefits and implications of integrating AI into education.The survey results reflect a sense of uncertainty and cautious speculation among students when it comes to the capability of existing software to accurately distinguish whether an assignment was completed by artificial intelligence or students.The majority of respondents, comprising 54% of the total, expressed uncertainty by selecting "Maybe."This suggests that a significant portion of students is not definitively aware of the current capabilities or limitations of software in accurately discerning the origin of academic work.On the affirmative side, 36% of students indicated a belief that such software does exist, responding with a "Yes."This viewpoint implies a level of awareness or confidence among these respondents that technology has advanced to a point where it can reliably differentiate between assignments generated by artificial intelligence and those completed by students.Conversely, a smaller but still noteworthy 10% of students responded with "No," suggesting skepticism or a lack of awareness regarding the existence of software capable of accurately distinguishing between assignments produced by artificial intelligence and those crafted by students.
Understanding the reasons behind this skepticism could shed light on concerns related to the technological feasibility or ethical implications of implementing such software.The survey assessing participants' awareness of risks associated with using artificial intelligence (AI) in educational studies yielded diverse responses, unveiling varying levels of awareness.Approximately 12% admitted to not being aware, 38% expressed general awareness, 28% considered themselves well aware, and about 22% indicated uncertainty or lack of knowledge.This breakdown illuminates nuanced awareness levels, revealing that a significant portion has general awareness, while a subgroup demonstrates a higher level of familiarity.The 22% expressing uncertainty suggests a need for educational initiatives or campaigns to enhance awareness and understanding of AI-related risks in education.This detailed understanding of students' awareness levels can guide educational institutions in developing targeted programs or resources to address specific needs and knowledge gaps within their student body.

DISCUSSION
The integration of artificial intelligence (AI) in education has garnered increasing attention, with a growing body of literature providing insights into its advantages and challenges.The literature review presents a comprehensive overview of recent research.These insights from literature and surveys provide a backdrop for the interview with a college teacher, offering a more nuanced understanding of AI's role in education.
The survey results reveal a varied landscape of students' technological skills, usage, and perspectives on AI integration.A significant majority of students perceive themselves to have intermediate to strong technology skills, with a notable portion actively incorporating technology into their educational pursuits.However, the frequency of technology usage varies, with some students rarely or never using technology in their academic activities.Notably, a substantial majority of surveyed students have integrated AI into their studies, highlighting the widespread adoption of AI technologies in education.The varying levels of involvement in AI-related college work further emphasize the diverse engagement of students in this rapidly evolving field.
The awareness of colleagues using AI suggests a culture of information-sharing and collaboration, although a segment of students may still be unaware of such practices.The survey results also shed light on students' awareness of the risks associated with AI in education.While a significant portion of students expresses general awareness, a notable percentage remains uncertain or lacks knowledge about these risks.This points to the need for educational initiatives to enhance awareness and understanding of the ethical considerations and potential challenges related to AI use in education.Students overwhelmingly express a positive sentiment towards the usage of AI in the college education system.The majority believes that AI has a very positive or somewhat positive impact, reflecting optimism about the integration of AI in higher education.This positive outlook is further reinforced by the strong support for the introduction of AI-related courses in college curricula.Despite this overall optimism, students acknowledge potential drawbacks.Concerns about the impact on creativity and critical thinking skills, the potential increase in plagiarism, and the fear of exposure to wrong or misleading information highlight a nuanced perspective among students.These concerns align with the findings of the interview with a college teacher, who articulates a reluctance to embrace AI personally and expresses clear disapproval of students using AI in education.
On the other hand, the interview provides a valuable qualitative dimension to the survey results, offering insights into the teacher's comprehensive understanding and utilization of various technologies but reluctance to embrace AI.The teacher's concerns about plagiarism, decreased work ethic, loss of creativity, and declining critical thinking skills among students using AI reflect broader apprehensions about the potential negative impacts of AI on academic integrity and skill development.The teacher's cautious anticipation of AI's future impact in education, recognizing both advantages and drawbacks, underscores the need for thoughtful consideration.Despite acknowledging potential benefits for students with special needs and the utility of AI in checking work, the interviewee remains cautious about the risks of overreliance on AI hindering creative and critical thinking processes.The teacher's conditional support for AI-related courses, contingent on students' expected usage of AI, highlights a nuanced view.This conditionality aligns with the broader survey results, emphasizing the importance of aligning educational offerings with clear expectations and guidelines regarding AI usage in the learning environment.In summary, the literature review, survey results, and interview response collectively present a multifaceted understanding of the role of AI in education.While there a growing recognition of AI's potential benefits, concerns about its impact on creativity, critical thinking, and academic integrity are pervasive.The teacher's reluctance to embrace AI personally and the nuanced stance on offering AI-related courses underscore the need for a balanced and ethical approach in integrating AI into educational settings.The findings suggest the importance of fostering awareness, providing clear guidelines, and addressing the potential risks associated with AI to ensure its responsible and effective use in education.

CONCLUSION
In conclusion, the integration of artificial intelligence (AI) in education presents a promising avenue for transforming the learning landscape.The potential benefits, such as personalized learning experiences, improved educator training, and enhanced support for students with learning difficulties, underscore the positive impact that AI can have on educational outcomes.However, it is crucial to acknowledge the challenges and potential drawbacks associated with AI in education, including concerns about the undermining of the educator's role, increased inequality, potential impacts on creativity and critical thinking, the rise of plagiarism, and ethical concerns related to personal data exploitation.As heading towards the future of AI in education, it is essential to strike a delicate balance.Policymakers, educators, and technology developers must collaborate to establish clear guidelines and ethical standards for the integration of AI in educational settings.This includes addressing issues of access and ensuring that AI technologies contribute to reducing, rather than exacerbating, educational inequalities.To mitigate the concern about the potential decrease in critical thinking and creativity skills, educators should design curricula that incorporate AI as a tool to enhance learning rather than replace essential cognitive processes.Training programs for educators should emphasize the importance of fostering independent thought processes and creativity alongside the integration of AI tools.Additionally, promoting a human-centered approach is crucial for maintaining emotional and social interactions among students.Educators should leverage AI to enhance rather than replace interpersonal skills, ensuring that technology supports, rather than hinders, the development of well-rounded individuals.Moreover, ongoing professional development opportunities for educators should focus on the effective integration of AI without compromising the human touch in education.In the realm of information dissemination, robust measures must be implemented to verify and curate educational content.Institutions should invest in technologies that enhance content authenticity and teach students digital literacy skills to critically evaluate information sources, mitigating the risk of exposure to wrong or misleading information.
To address the ethical and privacy concerns surrounding the potential exploitation of students' personal data, strict data management practices should be implemented.Clear policies, informed consent procedures, and secure systems must be in place to safeguard sensitive information, ensuring that students' privacy is prioritized.In moving forward, the continued exploration of AI in education should be guided by a commitment to fostering an inclusive, innovative, and ethically responsible learning environment.By addressing these concerns and implementing thoughtful recommendations, we can harness the full potential of AI to enhance education while preserving the fundamental principles that make learning a rich and holistic experience.

Figure 2 :
Figure 2: Effect of Artificial Intelligence on College Education System Response.

Figure 3 :
Figure 3: Effect of Artificial Intelligence Usage on Knowledge Grading Methods Response.

Figure 4 :
Figure 4: Potential advantage of introducing artificial intelligence to the educational process in the future response.

Figure 7 :
Figure 7: Potential disadvantage of introducing artificial intelligence to the educational process in the future response.

Figure 8 :
Figure 8: Biggest concern when it comes to the utilization of artificial intelligence technologies by students in the future response.

Figure 9 :
Figure 9: Effect of Artificial Intelligence on College Education System Response.

Figure 10 :
Figure 10: College's Reaction Towards Artificial Intelligence Presence in Their Educational SystemResponse.

Figure 11 :
Figure 11: Availability of AI-related Skills Courses for Students Response.

Figure 12 :
Figure 12: Availability of Artificial Intelligence Work Detection Method Response.

Figure 13 :
Figure 13: Awareness About Risks of Using Artificial Intelligence in Educational Process.
million entries in 0.15 s on Google Scholar.Baidoo-Anu & Owusu Ansah (2023) declared that ChatGPT, a generative artificial intelligence tool, has garnered over a million members within a week of its public release on November 30, 2022.Its remarkable capabilities in complex tasks have sparked a revolution in education, prompting varied reactions from educators.Recently, a study conducted by Chen et al. (2020) explored the impact of AI on education showed the AI's effectiveness in streamlining administrative tasks, grading assignments, and enhancing teaching quality.The study underscores AI's transformative role in education and emphasizes the positive outcomes achieved through personalized and technologically advanced teaching methods.
Kim & Kim (2022)23) by Zawacki-Richter et al. (2019) delves into the growing field of AI applications in higher education and explores how educators are grappling with harnessing AI pedagogical benefits on a larger scale.The review synthesizes 146 articles spanning 2007 to 2018, revealing a focus on STEM and computer science fields, predominantly employing quantitative approaches.However, the study notes a lack of critical assessment of challenges, limited integration with pedagogical theories, and a call for further exploration of ethical approaches in AI implementation in higher education.Alqahtani et al. (2023) recently conducts research on the evolving role of artificial intelligence (AI), natural language processing (NLP), and large language models (LLMs) like GPT-4 and BARD in higher education and research.highlightingthetransformativeeffectsin different fields due to AI.The article provides a comprehensive overview of AI, NLP, and LLMs, exploring their potential impact on education and research.It evaluates benefits, limitations, and applications such as text production, data analysis, literature review, and more.Addressing ethical considerations and algorithmic bias.A study byMalik et al. (2023)explores the transformative intersection of artificial intelligence (AI) on academic essay writing in education.throughtheexperience of 245 undergraduate students from 25 Indonesian institutions.The results show effectiveness of integrating AI into teaching writing including grammatical checks, plagiarism detection, language translation, and improved writing skills.Kim & Kim (2022)investigates teachers' perceptions of an artificial intelligence-based educational tool for scientific writing in STEM education also finds out that integration of AI into teaching hinges on instructors' attitudes.

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Figure 5: Personal Technology Skills Level Response.The survey of 50 participants' self-assessed technology skills reveals a nuanced distribution, with 8% acknowledging weak skills, 60% indicating intermediate proficiency, and 32% expressing confidence as strong users.While a small percentage identifies as having weaker skills, the majority demonstrates a significant baseline of technological competency.Thus, recognizing and leveraging the strengths of the 32% with strong skills could enhance collaborative learning and peer-assisted initiatives within the surveyed group.This data signifies a prevalent and high-frequency incorporation of technology into the educational process among the surveyed students.Understanding these usage patterns can inform educators and institutions about the varying technological needs and preferences of the student body, facilitating the development of tailored strategies for effective integration of technology in teaching and learning.
IJIRMPS2404231000www.ijirmps.orgWebsite:Email:editor@ijirmps.org6 Figure 6: Technology Usage Frequency Response.The survey on the frequency of technology usage in education reveals diverse responses among students.Approximately 7.5% abstain from using technology, while 10% rarely integrate it into their learning.Around 17.5% use technology sporadically, indicating a substantial portion with moderate integration.Notably, 37.5% are regular users, with 52.5% using technology very often, marking the largest segment.