Exploring faculty members' experiences with artificial intelligence-supported teaching tools: An exploratory qualitative study
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Shaimaa Mohamed Amin1, Heba Emad El-Gazar2, Mohamed A Zoromba3
1Department of Community, Psychiatric, and Mental Health Nursing, College of Nursing, Qassim University, Buraydah, 52571, Saudi Arabia; Community Health Nursing Department, Faculty of Nursing, Damanhour University, Egypt; Nursing Services Department, Qassim University Medical City, Buraydah, 52571, Saudi Arabia.
Background:
Artificial intelligence (AI) is transforming higher education, including nursing education. While AI-supported tools offer opportunities to enhance teaching and learning, concerns remain regarding academic integrity, evolving professional roles, and the preservation of human-centered education. To date, limited qualitative research has explored faculty experiences with AI in Egypt.
Aims:
To explore Egyptian faculty members' experiences, perceptions, and reflections regarding the use of AI-supported teaching tools in nursing education.
Design:
An exploratory qualitative design using inductive thematic analysis.
Settings:
Data were collected at two public universities in Egypt.
Methods:
A total of 41 nursing faculty members were purposively sampled to ensure diversity in academic roles and teaching experience. Data were collected through semi-structured interviews and analyzed using inductive thematic analysis.
Results:
Seven themes emerged: (1) navigating an unstructured entry into AI-supported teaching; (2) perceived pedagogical benefits of AI tools; (3) transformations in teaching practices and roles; (4) ambivalent impact on student engagement and learning; (5) ethical, professional, and practical challenges; (6) alignment of AI with core nursing competencies; and (7) future aspirations for structured AI integration.
Conclusion:
AI-supported teaching tools can enhance nursing education and support faculty adaptation to evolving roles. However, their integration requires clear ethical guidelines, institutional policies, and structured faculty development. Educators should adopt AI in a deliberate and pedagogically sound manner to enhance learning while safeguarding academic integrity, critical thinking, and the human-centered nature of nursing education.