Aug 2026· Frontiers in Education· Vol 11· 0 citations· 30 references
TL;DR
Findings indicate that greater AI use is associated with more positive perceptions of learning outcomes and faculty productivity, although the cross-sectional design does not permit causal inference.
Abstract
This empirical study examined the relationship between the use of Artificial Intelligence (AI) and perceived student learning outcomes and faculty efficiency in higher education institutions in the United Arab Emirates (UAE), informed by the UAE National Strategy of Artificial Intelligence 2031.
A quantitative, cross-sectional survey was administered to 128 students and faculty members across four selected UAE universities; correlation and multiple regression analyses were used to test the study hypotheses.
AI utilization had significant, positive relationships with perceived student learning outcomes and faculty efficiency; institutional readiness was not an independent predictor of either outcome in the regression models.
These findings indicate that greater AI use is associated with more positive perceptions of learning outcomes and faculty productivity, although the cross-sectional design does not permit causal inference. The results can inform institutional planning for AI integration in UAE higher education and future research on this topic.
The mediation findings demonstrated that Learning Self-Efficacy played a significant mediating role in the relationship between Artificial Intelligence-Supported Education and academic confidence, indicating that AI-supported educational experiences may strengthen students’ academic confidence partly by enhancing their...
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