Ismail Sheikh Ahmad’s scientific contributions

Artificial Intelligence (AI) has the potential to significantly reshape the landscape of education through the integration of AI-powered tools, personalized learning algorithms, and virtual and augmented reality. In a study exploring the integration of AI-based drama in English language teaching in Palestine, a cohort of 43 teachers from both governmental and private schools participated in a questionnaire-based assessment. The survey sought to capture their perspectives on AI, AI-based drama techniques, the impact of AI in EFL classrooms, and the challenges associated with its implementation. Utilizing SPSS (V. 23), descriptive statistics, independent sample t-tests, and ANOVA tests were employed to analyze the data. The findings revealed a prevailing optimism among the participating educators, indicating their confidence in the potential of AI to enhance the EFL teaching and learning experience.

This chapter explores the advantages and disadvantages of university students using ChatGPT, an AI-powered chatbot. By synthesizing existing research, it aims to provide a comprehensive understanding of the topic. Using thematic analysis, the study identifies key themes: the benefits of ChatGPT, its drawbacks, and its potential integration into university education. The findings suggest that ChatGPT enhances learning experiences, offers personalized support, and promotes self-directed learning. However, concerns such as overreliance on AI, ethical issues, and privacy challenges are also highlighted. The chapter emphasizes the need for further research to address these issues and guide effective integration into academic settings.

Artificial Intelligence (AI) has the potential to significantly reshape the landscape of education through the integration of AI-powered tools, personalized learning algorithms, and virtual and augmented reality. In a study exploring the integration of AI-based drama in English language teaching in Palestine, a cohort of 43 teachers from both governmental and private schools participated in a questionnaire-based assessment. The survey sought to capture their perspectives on AI, AI-based drama techniques, the impact of AI in EFL classrooms, and the challenges associated with its implementation. Utilizing SPSS (V. 23), descriptive statistics, independent sample t-tests, and ANOVA tests were employed to analyze the data. The findings revealed a prevailing optimism among the participating educators, indicating their confidence in the potential of AI to enhance the EFL teaching and learning experience. Furthermore, the teachers identified financial and technical hurdles as the primary challenges. The findings underscore the imperative for comprehensive teacher training programs focused on effectively integrating AI tools in EFL education.

The chapter presents a study that explored the perceptions of university students majoring in English language and literature at a Palestinian university towards Microsoft Teams (MST) during the war on Gaza that started on the seventh of October 2023. The study also sought to investigate the students’ readiness and acceptance of Microsoft-based online learning. The results of the study highlight the positive effects of MST and contextual variables' impact. Furthermore, the study emphasizes the role of MST in facilitating education, offering cost savings, improving communication, and overcoming challenges like internet connectivity issues, especially for Palestinian students which helps in providing more accessible learning opportunities. Besides, the findings highlight several challenges like distractions and Internet connection issues. The study recommends enhancing concentration through interventions and addressing home distractions.