Mohanad Halaweh

Generative AI (GenAI) is transforming education, particularly in disciplines where teaching has traditionally relied on lectures, tutorials, presentations, discussions, and laboratory-based activities. This transformation raises an important question: Do university instructors continue to play a central role in the classroom in an era where GenAI can explain and elaborate on concepts better than humans? This paper argues that GenAI is not merely a supporting tool but a disruptive force that challenges traditional teaching models. Consequently, the instructor’s role needs to shift from knowledge transmission to the creation of new knowledge and the evaluation of learning outcomes. The paper proposes a GenAI-based teaching and learning model and discusses its implications. The proposed model contributes to the social sustainability of higher education by reinforcing the continued relevance of the instructor’s role while promoting equitable, inclusive, and student-centred learning in the age of GenAI.

This research aims to provide a conceptual perspective on the role of generative artificial intelligence (AI) in achieving sustainability in education. It argues that generative AI tools, particularly ChatGPT, can assist in promoting sustainability in the context of education. Using the United Nations' Sustainable Development Goals (SDGs) framework, the paper maps how ChatGPT can support the advancement of these goals. Two key characteristics of ChatGPT are generalized: productivity and personalization/customization, both of which have been identified as the foundation for demonstrating its capabilities to promote sustainability in education and learning practices, which benefit learners, educators, and educational institutions. The paper discusses eight ways in which ChatGPT capabilities can support sustainability in educational settings, in alignment with SDGs 1, 4, 7, 8, 9, 10, 12, and 17. It proposes a conceptual framework that can guide future research aimed at investigating the impact of generative AI on sustainability in education. This paper also provides implications and insights for education policy‐ and decision‐makers.

Artificial intelligence (AI) and its subfield, machine learning, have become indispensable across various industries. With the aid of low-code/no-code development platform like KNIME, understanding and applying machine learning algorithms has been simplified for various fields, including business and information systems, as these platforms reduce the complexity of necessary technical and coding knowledge. This teaching tip provides a detailed, step-by-step tutorial on applying the machine learning process using KNIME to analyze a healthcare dataset to predict which patients are at risk of diabetes by using classification methods, particularly decision trees. This teaching tip offers a practical, comprehensive, and ready-to-use resource for introducing and understanding machine learning concepts through a low-code platform (KNIME). It also provides valuable insights for practitioners and educators who seek to integrate machine learning into business and information systems curricula.

This study aims to investigate the impact of ChatGPT on enhancing the learning outcomes and academic performance of high school students in physics, specifically focusing on its role in aiding the understanding of challenging topics such as Newton’s second law of motion. This study employs a quasi-experimental quantitative methodology that involves two groups from different schools in the United Arab Emirates (UAE) and comprises both genders of students. The research findings reveal that ChatGPT has significantly improved the academic performance of both male and female students, with a slightly greater improvement observed among the latter, as indicated by the pre-test and post-test scores. Moreover, the experiments demonstrate high student engagement and interaction, which have improved their learning and achievements. The contributions and implications for research and practical applications are highlighted and discussed.

Since the launch of ChatGPT for public use, educators have expressed a variety of concerns about its integration into educational settings. This paper has been written to provide an in-depth examination of these issues and explore the potential use of ChatGPT in educational contexts. Specifically, it aims to (i) present an argument in favor of incorporating ChatGPT into education and (ii) provide educators with a set of strategies and techniques to ensure responsible and successful implementation of ChatGPT in teaching or research. By doing so, this paper aims to promote a more informed discussion around the use of ChatGPT in education.

The provision of quality services in the healthcare sector has become a highly prioritized goal, as it is seen as a key factor in the satisfaction and loyalty of patients. This study aims to explore patients' perception of service quality in the UAE, a topic that has not yet been extensively studied. A qualitative approach, using social media data, was employed. Grounded theory techniques were used to analyze online feedback and comments on clinical services posted by patients. Results revealed five key factors that shape patients' perception of service quality: time efficiency, human interaction, complementary facilities, value for money match, and accountability. This study's findings and implications, particularly regarding how technology can be used to guarantee quality services and address issues raised in the research, are discussed.

The use of social media platforms by university students and teachers has been found to facilitate the learning and teaching processes. This includes providing opportunities for students to share and discuss relevant ideas and issues, thus making the task more enjoyable and raising the level of achievement. This study explored the use of social media platforms by public universities in Egypt. It investigated how these universities utilized social media platforms, and whether they are used for educational purposes or not. The data was collected from 21 universities using a questionnaire survey of 2100 undergraduate and postgraduate students. The official social media pages of each university were surveyed and analyzed using content analysis method. The results revealed that the use of social media platforms by public universities was for the purpose of communicating with the general public more than the students. This study also found that the majority of students consider social media platforms of their universities to be useless and not supporting their academic studies. This paper offers practical implications and recommendations for universities' decision makers and social media developers.

Purpose: This paper aims to propose a new metric, called the Research Productivity Index (RPI), which can be used to measure universities’ research productivity and benchmark them accordingly at both national and global levels. Design/methodology/approach: The paper used a partial-factor productivity measurement as the basis to develop RPI, which considers the ratio of total weighted publications (outputs) to the used input (affiliated researchers). To demonstrate the applicability of the RPI, data were collected from Scopus to assess the research productivity of a university in the UAE, as an example. The methodological steps (algorithm) were demonstrated using mathematical and query functions to extract the required data from the Scopus data set and then compute the RPI value. Findings: A new effective and objective metric was developed for measuring universities’ research productivity. Practical Implications: This paper suggests that Scopus could use RPI as a metric for measuring the research productivity of each university. RPI can be used by university administrators and government decision-makers to evaluate and rank/benchmark institutions’ research productivity. They can consequently make more effective decisions with regard to the efficient allocation of research budgets and funding. Originality/value: This paper distinguishes between measuring research impact and research productivity. It proposes RPI for measuring the latter, whereas most existing metrics measure the former. RPI is an objective measurement, as it is calculated based on a constant period of time, three years, and takes into consideration the university size (i.e. affiliated researchers) in addition to the quality and quantity (total) of research outcomes.

The use of social media platforms by university students and teachers has been found to facilitate the learning and teaching processes. This includes providing opportunities for students to share and discuss relevant ideas and issues, thus making the task more enjoyable and raising the level of achievement. This study explored the use of social media platforms by public universities in Egypt. It investigated how these universities utilized social media platforms, and whether they are used for educational purposes or not. The data was collected from 21 universities using a questionnaire survey of 2100 undergraduate and postgraduate students. The official social media pages of each university were surveyed and analyzed using content analysis method. The results revealed that the use of social media platforms by public universities was for the purpose of communicating with the general public more than the students. This study also found that the majority of students consider social media platforms of their universities to be useless and not supporting their academic studies. This paper offers practical implications and recommendations for universities' decision makers and social media developers.