The reality of Algerian university professors' use of artificial intelligence applications in supporting the educational process- A field study on a sample of professors from the Department of Media and Communication at the University of Tizi Ouzou

Abstract

       This research paper aims to monitor and highlight the reality of using artificial intelligence applications among Algerian university professors to support and enhance the educational process,and to determine the nature of this use—its patterns, motives, and gratifications. The study was applied to a survey sample of 50 professors from the Department of Information and Communication Sciences. The study reached a set of results, the most important of which are:

     The dominance of simple practical uses of AI applications; with the focus being on assistive tasks such as translation (72.72%), explaining terminology (43.18%), and design (40.90%), more than on complex analytical tasks (data collection and analysis (25%)).

• AI as a "technical assistant": 68.18% of professors view these applications as technical assistants, not as a reliable scientific source or an academic alternative.
• There is a lack of complete trust in the outputs of this technology; as (68.18%) of professors verify the information obtained from AI, indicating an awareness of its limitations and potential for error.

· The existence of a significant institutional training gap; this is evident through a severe lack of training: 86.36% of professors have not received any training in the use of AI applications