Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal Action Research Journal Indonesia (ARJI) Journal of Education and Teacher Training Innovation (JETTI)
Mahmoud Abdullah
University of Zawia
Education

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Perceptions of Islamic Studies, Sharia, and Law Students Towards the Use of Artificial Intelligence in English Learning Safa Alrumayh; Nahid Ayad; Khuloud Alouzi; DafaAllah Ibrahim; Mahmoud Abdullah; Mohieddin Masoud; Majdy Kasheem
Action Research Journal Indonesia (ARJI) Vol. 7 No. 3 (2025): Action Research Journal Indonesia (ARJI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/arji.v7i3.504

Abstract

The rapid advancement of Artificial Intelligence (AI) technologies is significantly transforming our understanding of educational landscapes worldwide, prompting new pedagogical models and reshaping how students interact with language learning tools. Within traditionally text-centric disciplines such as Islamic Studies, Sharia, and Law, the integration of AI into English language education presents both opportunities and challenges that warrant critical inquiry. This study investigates the perceptions, usage patterns, and pedagogical implications of AI tools in English learning among 250 students in these fields. Drawing from sociocultural learning theory and Islamic pedagogical ethics, a mixed-methods approach was employed, with quantitative data gathered through a 20-item Likert-scale questionnaire. Findings reveal positive attitudes toward AI, especially in writing improvement, vocabulary acquisition, and Arabic-English translation. Students also acknowledged AI’s utility in linking complex legal and religious concepts to English equivalents. However, responses varied on AI’s accuracy in translating fiqh and legal terminology, with concerns about interpretive limitations and doctrinal precision. Interestingly, while experts warn of AI’s contextual shortcomings, students reported low concern, suggesting a gap in AI literacy. The study highlights the need for critical pedagogical strategies that foster AI competency while maintaining ethical and theological sensitivity.
Postgraduate Students' Usage Patterns, Perceptions, and Attitudes Toward Artificial Intelligence Applications in Learning: A Case Study of the University of Zawia, Libya Abdulnasir Alsayd; Mohieddin Masoud; Mahmoud Abdullah; Naima Alzletni; Asmahan Maati; Amani Barka; Najah Baroud
Journal of Education and Teacher Training Innovation Vol. 3 No. 1 (2025): Journal of Education and Teacher Training Innovation (JETTI)
Publisher : PT. Pusmedia Group Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61227/jetti.v3i1.149

Abstract

This study examines the integration and impact of Artificial Intelligence (AI) applications and tools within postgraduate programs at the University of Zawia, Libya. In the context of rapid technological advancements, higher education in Arabic-speaking regions is increasingly shaped by social, economic, and religious factors. While AI is transforming global educational practices through adaptive learning platforms, virtual tutors, and personalized experiences, its adoption in Libyan universities remains limited and underexplored particularly in relation to ethical considerations and student preparedness. Employing a mixed-methods approach, this research combines quantitative survey data from 150 postgraduate students with qualitative insights to examine levels of awareness, perceptions, challenges, and usage patterns of AI tools in academic contexts. The data were analyzed using basic statistics, mainly percentages, to identify trends that support the study’s objectives. By exploring how students utilize AI to enhance their academic performance, the study aims to offer practical recommendations to promote AI literacy, address ethical concerns, and align institutional policies with technological advancements. The findings contribute to the broader discourse on the role of AI in higher education, with a focus on sustainable integration and the preservation of academic integrity within Libya’s educational institutions.
Co-Authors Abdulnasir Alsayd Amani Barka Asmahan Maati DafaAllah Ibrahim Khuloud Alouzi Majdy Kasheem Mohieddin Masoud Nahid Ayad Naima Alzletni Najah Baroud Safa Alrumayh