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.

AI can improve medical practice, address staff shortages, and enhance diagnostic efficiency. The ChatGPT of Open AI, launched in 2022, uses AI in medical education. However, the long-term impact is uncertain, and integration varies globally, particularly in the Middle East. To explore the knowledge, practices, and attitudes of nursing students in Palestinian universities regarding AI, specifically the use of ChatGPT. A cross-sectional design was used to conduct this study. The study was performed at 8 private and governmental universities in the West Bank, Palestine, from 1st May 2024 to 30 May 2024, and 304 nursing students participated. The study revealed that 84.5% of nursing students at Palestinian universities were aware of AI technology, yet 69.9% lacked formal education or training related to ChatGPT. Despite this gap, 79% supported the integration of AI into nursing curricula and specialized training programs, reflecting strong optimism about its role in education and healthcare. While 58.6% had used AI in their coursework and 68.1% felt comfortable with technology, disparities in proficiency and access remain key barriers to effective AI integration. Major challenges to AI adoption in Palestine include insufficient training, the absence of AI-focused curricula, and financial constraints, underscoring the need for institutional and pedagogical reforms. Concerns about AI’s reliability, costs, and potential diagnostic errors persist, emphasizing the complexities of its integration into nursing education and practice. This study highlights the knowledge, attitudes, and practices of Palestinian nursing students regarding AI and ChatGPT. It reveals that, despite growing awareness, the lack of formal education on AI underscores the need for comprehensive curricula. While students’ express optimism about AI’s potential in healthcare, concerns about its reliability and integration persist. The study also reveals that barriers such as inadequate training, limited curricula, and financial constraints must be addressed to effectively integrate AI into nursing education and prepare students for its expanding role in healthcare.

Background: Palestinian higher education institutions face limitations in providing interactive practical training for medical education. Extended reality (XR), which encompasses virtual reality and augmented reality, is increasingly recognized for addressing these challenges by offering immersive learning experiences. Objective: This study investigates the factors influencing the acceptance and adoption of XR in health care education within Palestinian universities, exploring its potential to transform traditional teaching methods. Methods: A qualitative approach was used in this study to collect data through semistructured interviews and artifacts from the participants. The participants of the study were 25 faculty members from 2 large Palestinian universities who teach in the field of medical sciences. Results: Three primary categories—external, internal, and design-related factors—emerged as pivotal in influencing XR adoption. Professional development, technical support, and infrastructure were key external enablers. Internally, prior experience with digital tools and positive attitudes had a significant impact on the adoption of XR. Design factors, including ease of use and interactivity, played a crucial role but also posed challenges for less tech-savvy educators. Despite barriers such as cost and technical issues, XR demonstrated notable benefits, including enhanced learning outcomes, improved knowledge retention, and the ability to simulate complex medical scenarios. Conclusions: XR technologies offer transformative potential for health care education in Palestine. By addressing challenges and leveraging XR’s strengths, educational institutions can foster innovation and improve student engagement and skill acquisition. The study contributes to the theoretical understanding of technology acceptance in education by identifying the interplay of external, internal, and design factors. Practically, it emphasizes strategic investments in infrastructure, professional training, and institutional policies to optimize XR integration.

BACKGROUND Palestinian higher education institutions face limitations in providing interactive practical training for medical education. Extended reality (XR), which encompasses virtual reality and augmented reality, is increasingly recognized for addressing these challenges by offering immersive learning experiences. OBJECTIVE This study investigates the factors influencing the acceptance and adoption of XR in health care education within Palestinian universities, exploring its potential to transform traditional teaching methods. METHODS A qualitative approach was used in this study to collect data through semistructured interviews and artifacts from the participants. The participants of the study were 25 faculty members from 2 large Palestinian universities who teach in the field of medical sciences. RESULTS Three primary categories—external, internal, and design-related factors—emerged as pivotal in influencing XR adoption. Professional development, technical support, and infrastructure were key external enablers. Internally, prior experience with digital tools and positive attitudes had a significant impact on the adoption of XR. Design factors, including ease of use and interactivity, played a crucial role but also posed challenges for less tech-savvy educators. Despite barriers such as cost and technical issues, XR demonstrated notable benefits, including enhanced learning outcomes, improved knowledge retention, and the ability to simulate complex medical scenarios. CONCLUSIONS XR technologies offer transformative potential for health care education in Palestine. By addressing challenges and leveraging XR’s strengths, educational institutions can foster innovation and improve student engagement and skill acquisition. The study contributes to the theoretical understanding of technology acceptance in education by identifying the interplay of external, internal, and design factors. Practically, it emphasizes strategic investments in infrastructure, professional training, and institutional policies to optimize XR integration.