Background: Artificial intelligence (AI) has many applications in various aspects of our daily life, including health, criminal, education, civil, business, and liability law. One aspect of AI that has gained significant attention is natural language processing (NLP), which refers to the ability of computers to understand and generate human language. Objective: This study aims to examine the potential for, and concerns of, using AI in scientific research. For this purpose, high-impact research articles were generated by analyzing the quality of reports generated by ChatGPT and assessing the application’s impact on the research framework, data analysis, and the literature review. The study also explored concerns around ownership and the integrity of research when using AI-generated text. Methods: A total of 4 articles were generated using ChatGPT, and thereafter evaluated by 23 reviewers. The researchers developed an evaluation form to assess the quality of the articles generated. Additionally, 50 abstracts were generated using ChatGPT and their quality was evaluated. The data were subjected to ANOVA and thematic analysis to analyze the qualitative data provided by the reviewers. Results: When using detailed prompts and providing the context of the study, ChatGPT would generate high-quality research that could be published in high-impact journals. However, ChatGPT had a minor impact on developing the research framework and data analysis. The primary area needing improvement was the development of the literature review. Moreover, reviewers expressed concerns around ownership and the integrity of the research when using AI-generated text. Nonetheless, ChatGPT has a strong potential to increase human productivity in research and can be used in academic writing. Conclusions: AI-generated text has the potential to improve the quality of high-impact research articles. The findings of this study suggest that decision makers and researchers should focus more on the methodology part of the research, which includes research design, developing research tools, and analyzing data in depth, to draw strong theoretical and practical implications, thereby establishing a revolution in scientific research in the era of AI. The practical implications of this study can be used in different fields such as medical education to deliver materials to develop the basic competencies for both medicine students and faculty members.

This study examines the factors that may impact the adoption of generative artificial intelligence (Gen AI) tools for students’ assessment in tertiary education from the perspective of early-adopter instructors in the Middle East. It utilized a self-administered online survey and the Unified Theory of Acceptance and Use of Technology (UTAUT) model to collect data from 358 faculty members from different countries in the Middle East. The Smart PLS software 4 was used to analyze the data. The findings of this study revealed that educators developed new strategies to integrate Gen AI into assessment and used a systematic approach to develop assignments. Moreover, the study demonstrated the importance of developing institutional policies for the integration of Gen AI in education, as a driver factor influencing the use of Gen AI in assessments. Additionally, the research identified significant factors, namely performance expectancy, effort expectancy, social influences, and hedonic motivation, shaping educators’ behavioral intentions and actual use of Gen AI tools to assess students’ performance. The findings reveal both the potential advantages of Gen AI, namely enhanced student engagement and reduced instructor workloads, and challenges, including concerns over academic integrity and the possible negative impact on students’ writing and thinking skills. This study emphasizes the significance of targeted professional development and ethical criteria for the proper integration of Gen AI in educational assessment.

The emergence of generative artificial intelligence (Gen AI) in education offers both opportunities and challenges, particularly in the context of student assessment. This study examines faculty members’ motivations to redesign assessments for their courses in the Gen AI era and introduces a framework for this purpose. A qualitative methodology was employed, gathering data through semi-structured interviews and focus groups, along with examples of redesigned assessments. Sixty-one faculty members participated in the study, and the data were analyzed using both deductive and inductive thematic approaches. Key motivations for redesigning assessments included maintaining academic integrity, preparing learners for future careers, adapting to technological advancements, and aligning with institutional policies. However, the study also highlighted significant challenges, such as the need for professional development and addressing equity and accessibility concerns. The findings identified various innovative assessment approaches tailored to the requirements of the Gen AI era. Based on these insights, the study developed a conceptual framework titled “Against, Avoid, Adopt, and Explore”. Future research is needed to validate this framework and further refine its application in educational contexts.

According to UNESCO statistics (1), more than 1.5 billion children and youth in 188 countries around the globe have to stay home due to the closure of schools and higher education institutions following the Coronavirus outbreak. Many countries have shifted from traditional face-to-face methods to e-Learning in the light of the new states of emergency. Humans have the right to continue education in times of crisis, disaster, and violence. This is based on the assumption that each student is treated with equity and has access to education, which is not quite in consistence with the reality on the ground, especially in developing countries. Many countries have long used e-learning in emergency situations, including Palestine, Syria, Afghanistan, and South of Africa (2-4). Emergency Remote Teaching (ERT) is not usually planned in advance and involves a sudden shift from traditional teaching into a remote one in view of emergency situations like the outbreak of Coronavirus in different countries. This is a totally different situation compared to e-Learning in normal circumstances. After an emergency state, everything is supposed to go back to normalcy. Moreover, educators have to work in a highly stressful situation while having no knowledge of the end of the crisis. Nevertheless, after the Coronavirus crisis e-Learning will be in an entirely different state, especially in developing countries. Education leaders and policy makers in both public and higher education need to learn new lessons about education in crisis to develop their e-Learning systems. Due to unplanned nature of e-Learning in crisis situations, students, parents, teachers and faculty members may confront many obstacles in accommodating and embracing e-Learning in ERT. For instance, in most cases students complain about the inequality in education and the difficulties in gaining access to educational resources, while faculties complain about students' engagement in ERT environment.

There is little research which explores middle school teachers’ response to school closures in developing countries in times of crisis. This article presents a case study of Afghanistan, Libya and Palestine as developing countries which have suffered from violence for many years prior to the Covid-19 crisis. It focuses on how teachers in middle school responded to school closure to fight the spread of Covid-19. Twenty-two teachers from these countries participated in the study. Semi-structured interviews and three diverse focus group sessions were used to collect data and evidence. The study found that teachers developed their skills to use emerging technologies and design suitable digital content. Moreover, they built strong relationships with the local community to assume their responsibility in emergency remote learning (ERL) by establishing community centres for students from poor families. Assessing and engaging students were crucial issues in ERL which need more research in different contexts.